Thesis Abstract

Abstract
The phenomenon of code-switching, the practice of alternating between two or more languages in a single discourse, has garnered significant attention in the field of linguistics. This study explores the impact of code-switching on the development of bilingualism in children. The research aims to investigate the patterns, motivations, and outcomes of code-switching in bilingual children, with a focus on how this linguistic behavior influences their language proficiency and cognitive development. Chapter 1 provides an introduction to the research topic, presenting the background of the study, the problem statement, objectives, limitations, scope, significance, structure of the thesis, and definitions of key terms related to code-switching and bilingualism in children. The chapter sets the foundation for the subsequent chapters by outlining the rationale and objectives of the study. Chapter 2 offers a comprehensive literature review that examines existing research on code-switching and bilingualism in children. The review synthesizes key findings and theoretical frameworks from previous studies to provide a contextual framework for the current research. The chapter explores various aspects of code-switching behavior, its cognitive implications, and its effects on language development in bilingual children. Chapter 3 details the research methodology employed in this study. The chapter outlines the research design, participants, data collection methods, data analysis techniques, and ethical considerations. The methodology section provides a clear overview of how data was collected and analyzed to address the research questions posed in this study. Chapter 4 presents the findings of the research, highlighting the patterns and outcomes of code-switching in bilingual children. The chapter discusses the factors influencing code-switching behavior, the effects of code-switching on language proficiency, and the cognitive benefits or challenges associated with this linguistic practice. The findings shed light on the complex interplay between code-switching and bilingualism development in children. Chapter 5 concludes the thesis by summarizing the key findings, discussing their implications, and offering recommendations for future research. The chapter reflects on the significance of the study in advancing our understanding of code-switching and bilingualism in children and suggests avenues for further exploration in this field. Overall, this thesis contributes to the growing body of literature on code-switching and bilingualism by providing valuable insights into the impact of code-switching on language development and cognitive processes in bilingual children. The findings have implications for educators, parents, and policymakers working with bilingual children, offering new perspectives on how to support and optimize bilingual language acquisition and cognitive growth.

Thesis Overview