Thesis Abstract

Abstract
This thesis investigates the impact of code-switching on bilingual language development, focusing on how the phenomenon influences language acquisition and proficiency in individuals who speak more than one language. Code-switching, the practice of alternating between two or more languages within a conversation or utterance, is a common linguistic behavior observed in bilingual communities worldwide. The study aims to provide a comprehensive analysis of the effects of code-switching on bilingual language development through a combination of theoretical frameworks, empirical research, and practical implications. The introduction section sets the stage by presenting the background of the study, identifying the research problem, stating the objectives, discussing the limitations and scope of the study, emphasizing the significance of the research, outlining the structure of the thesis, and defining key terms. The literature review delves into existing research on code-switching, bilingualism, language acquisition, language proficiency, and related topics, providing a critical analysis of key findings and theoretical perspectives. The research methodology chapter details the research design, data collection methods, participant selection criteria, data analysis techniques, and ethical considerations. It explores how quantitative and qualitative research approaches can be employed to investigate the impact of code-switching on bilingual language development effectively. In the findings discussion section, the results of the empirical research are presented, analyzed, and interpreted in relation to the research questions and objectives. The chapter examines patterns of code-switching behavior, the influence of code-switching on language proficiency, cognitive effects, sociolinguistic implications, and potential benefits or challenges associated with code-switching in bilingual language development. In the conclusion and summary chapter, the key findings of the study are summarized, implications for theory and practice are discussed, and recommendations for future research are provided. The conclusion reflects on the overall significance of the research findings and their contribution to the field of linguistics and bilingual education. Overall, this thesis contributes to a deeper understanding of how code-switching impacts bilingual language development and offers insights into the complex interplay between language use, cognitive processes, and linguistic proficiency in bilingual individuals. The findings of this study have implications for educators, policymakers, researchers, and bilingual communities seeking to enhance language learning outcomes and promote multilingualism in diverse sociocultural contexts.

Thesis Overview