Third Culture Kids in Denmark: exploring code-switching patterns according to interlocutors and topic emotionality

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dc.contributor.authorRodríguez-Bernala, L.
dc.contributor.authorCadierno, T.
dc.contributor.authorDoquin De Saint Preu, Anna
dc.contributor.authorLauridsen, J.
dc.date.accessioned2026-01-13T11:31:35Z
dc.date.available2026-01-13T11:31:35Z
dc.date.issued2023-11-08
dc.descriptionWe thank all the students who agreed to complete the questionnaire and those who agreed to be interviewed for their participation. We also thank the anonymous reviewers for their valuable comments and suggestions, which helped improve this manuscript. Referencias bibliográficas: • Altarriba, J. (2003). Does cariño equal “liking”? A theoretical approach to conceptual nonequivalence between languages. The International Journal of Bilingualism: Cross-Disciplinary, Cross-Linguistic Studies of Language Behavior, 7(3), 305-322. https://doi.org/10.1177/13670069030070030501 • Bailey, L. (2015). The experiences of host country nationals in international schools: A casestudy from Malaysia. Journal of research in international education, 14(2), 85-97. https://doi.org/10.1177/1475240915590557 • Bhatia, Tej K. & Ritchie, W.C. (2006). The handbook of bilingualism. Oxford: Blackwell Publishing. https://doi.org/10.1002/9780470756997 • Benjamin, S. 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dc.description.abstractThis mixed-methods study is among the first to explore code-switching (CS) patterns within the broader context of translanguaging in a unique multilingual population, namely Third Culture Kids (TCKs), who are extensively socialised in English through schooling and the expatriate community. Data were collected from 188 TCKs enrolled in the International Baccalaureate Programme at the same international school in Denmark. Participants spoke 60 different languages, with 42 first languages (L1s). English represented the largest language group, with 30% first language (L1) users, and 70% acquired later in life (LX). Results showed that TCKs diverged from previous studies regarding the frequency and direction of CS, reporting a decrease in use as the topic became emotionally charged, with a reverse direction in the switch from L1 to LX (English). Additionally, bivariate analysis and multiple regression models were conducted to explore the role of sociobiographical, language profile, and family language policy (FLP) factors in CS frequency according to interlocutors (family and friends, schoolmates, and strangers) and topic emotionality (non-emotional, emotional). This study not only enhances our understanding of TCKs’ underexplored linguistic abilities, but also contributes to both micro- (TCK’s household) and macro-level (expatriate community and international school) CS studies recognising TCKs as unique multilingual individuals.
dc.description.departmentDepto. de Didáctica de las Lenguas, Artes y Educación Física
dc.description.facultyFac. de Educación
dc.description.refereedTRUE
dc.description.statuspub
dc.identifier.citationRodríguez-Bernal, L., Cadierno, T., Doquin de Saint-Preux, A., & Lauridsen, J. T. (2025). Third Culture Kids in Denmark: exploring code-switching patterns according to interlocutors and topic emotionality. Journal of Multilingual and Multicultural Development, 46(7), 2082-2099. https://doi.org/10.1080/01434632.2023.2277862
dc.identifier.doi10.1080/01434632.2023.2277862
dc.identifier.essn1747-7557
dc.identifier.issn0143-4632
dc.identifier.officialurlhttps://doi.org/10.1080/01434632.2023.2277862
dc.identifier.relatedurlhttps://produccioncientifica.ucm.es/documentos/655f4e52dfaaaa2236076b4c
dc.identifier.relatedurlhttps://www.scopus.com/pages/publications/85176261913
dc.identifier.relatedurlhttps://www.webofscience.com/wos/woscc/full-record/WOS:001097685400001
dc.identifier.urihttps://hdl.handle.net/20.500.14352/130039
dc.issue.number7
dc.journal.titleJournal of Multilingual and Multicultural Development
dc.language.isoeng
dc.page.final2099
dc.page.initial2082
dc.publisherTaylor & Francis
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internationalen
dc.rights.accessRightsopen access
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject.cdu3
dc.subject.cdu371.1
dc.subject.cdu373/378
dc.subject.cdu37.091
dc.subject.cdu159.942
dc.subject.cdu159.942-053.2
dc.subject.cdu314.7-053.2
dc.subject.cdu314.151.3-054.72-055.62
dc.subject.cdu81
dc.subject.keywordCode-switching
dc.subject.keywordEmotions
dc.subject.keywordInternational schools
dc.subject.keywordMultilingualism
dc.subject.keywordThird Culture Kids
dc.subject.keywordTranslanguaging
dc.subject.ucmCiencias Sociales
dc.subject.ucmLingüística
dc.subject.ucmAprendizaje
dc.subject.ucmEducación
dc.subject.unesco57 Lingüística
dc.subject.unesco5701.03 Bilingüismo
dc.subject.unesco58 Pedagogía
dc.titleThird Culture Kids in Denmark: exploring code-switching patterns according to interlocutors and topic emotionality
dc.typejournal article
dc.type.hasVersionAM
dc.volume.number46
dspace.entity.typePublication
relation.isAuthorOfPublication9809eb61-ffc7-4997-a454-cf0260996239
relation.isAuthorOfPublication.latestForDiscovery9809eb61-ffc7-4997-a454-cf0260996239

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