PURPOSE This study examined the frequency, direction, and structural characteristics of code-switching (CS) during narratives by Spanish-English bilingual children with and without developmental language disorder (DLD) to determine whether children with DLD exhibit unique features in their CS that may inform clinical decision-making. METHOD Spanish-English bilingual children, aged 4;0-6;11 (years;months), with DLD (n = 33) and with typical language development (TLD; n = 33) participated in narrative retell and story generation tasks in Spanish and English. Instances of CS were classified as between utterance or within utterance; within-utterance CS was coded for type of grammatical structure. Children completed the morphosyntax subtests of the Bilingual English-Spanish Assessment to assist in identifying DLD and to index Spanish and English morphosyntactic proficiency. RESULTS In analyses examining the contributions of both DLD status and Spanish and English proficiency, the only significant effect of DLD was on the tendency to engage in between-utterance CS; children with DLD were more likely than TLD peers to produce whole utterances in English during the Spanish narrative task. Within-utterance CS was related to lower morphosyntax scores in the target language, but there was no effect of DLD. Both groups exhibited noun insertions as the most frequent type of within-utterance CS. However, children with DLD tended to exhibit more determiner and verb insertions than TLD peers and increased use of "congruent lexicalization," that is, CS utterances that integrate content and function words from both languages. CONCLUSIONS These findings reinforce that use of CS, particularly within-utterance CS, is a typical bilingual behavior even during narrative samples collected in a single-language context. However, language difficulties associated with DLD may emerge in how children code-switch, including use of between-utterance CS and unique patterns during within-utterance CS. Therefore, analyzing CS patterns may contribute to a more complete profile of children's dual-language skills during assessment. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.23479574.

中文翻译：

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有或没有发展性语言障碍的双语儿童在叙述过程中的语码转换。

目的 本研究检查了患有或不患有发展性语言障碍 (DLD) 的西班牙语-英语双语儿童在叙述过程中语码转换 (CS) 的频率、方向和结构特征，以确定患有 DLD 的儿童是否在其语码转换中表现出独特的特征，这些特征可能会影响他们的语码转换。为临床决策提供信息。方法 年龄 4;0-6;11（岁；月）、患有 DLD（n = 33）和具有典型语言发展（TLD；n = 33）的西班牙语-英语双语儿童参与西班牙语的叙事复述和故事生成任务和英语。CS 实例被分类为话语之间或话语内；话语内 CS 根据语法结构类型进行编码。孩子们完成了英语-西班牙语双语评估的形态句法子测试，以帮助识别 DLD 并索引西班牙语和英语的形态句法熟练程度。结果 在检查 DLD 状态以及西班牙语和英语熟练程度的贡献的分析中，DLD 的唯一显着影响是参与话语间 CS 的倾向；患有 DLD 的孩子比 TLD 的同龄人更有可能在西班牙语叙述任务中用英语说出完整的话语。话语内 CS 与目标语言中较低的形态句法得分有关，但 DLD 没有影响。两组都将名词插入作为最常见的话语内 CS 类型。然而，患有 DLD 的儿童往往比 TLD 同龄人表现出更多的限定词和动词插入，并且更多地使用“一致词汇化”，即整合两种语言的内容和功能词的 CS 话语。结论 这些发现强调，即使在单语言环境中收集的叙述样本中，CS（尤其是话语内 CS）的使用也是一种典型的双语行为。然而，与 DLD 相关的语言困难可能会出现在儿童语码转换的过程中，包括使用话语间 CS 和话语内 CS 期间的独特模式。因此，分析 CS 模式可能有助于在评估过程中更全面地了解儿童的双语技能。补充材料 https://doi.org/10.23641/asha.23479574。