- Research Article
- 10.18524/2414-0627.2025.32.337360
CHILD LANGUAGE MIXING: COGNITIVE AND LINGUISTIC CRITERIA FOR EARLY LANGUAGE DIFFERENTIATION
- Jul 14, 2025
- Opera in Linguistica Ukrainiana
- O V Shevchuk-Kliuzheva
This theoretical article investigates code-mixing in early bilingual development, with a particular focus on the linguistic behavior of children navigating two or more language systems simultaneously. Drawing on both classical and contemporary frameworks, the paper challenges outdated deficit-based perspectives and reframes code-mixing as a systematic, cognitively grounded process that reflects the developing executive functions and linguistic competence of young bilinguals. The phenomenon is examined as a developmental strategy used by children to compensate for lexical gaps, incomplete grammatical knowledge, or to negotiate meaning in complex sociolinguistic environments. Key cognitive and linguistic triggers — such as dual language activation, metalinguistic awareness, and the influence of interactional context — are critically analyzed to identify criteria for language differentiation in early childhood. The article highlights the difference between child and adult code-mixing, emphasizing its developmental role in forming functionally distinct language systems. Special attention is devoted to Ukrainian-Russian bilingualism as an understudied context of typologically related languages, where language mixing often occurs at subtle morphological and syntactic levels. The article also draws on insights from EU language integration policies and U.S. bilingual education to illustrate how language mixing is linked not only to cognitive processes but also to identity construction and social adaptation. In conclusion, the study argues for the recognition of child code-mixing as an indicator of linguistic creativity and bilingual competence, calling for further research and the development of diagnostic and pedagogical tools to support bilingual children in multilingual contexts.
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