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Research indicates CS shifts as a child's L1 and L2 proficiency change, yet little is known about how these patterns unfold in structured academic tasks. This study examined CS in 195 Spanish-speaking English learners on narrative recall tasks in Spanish and English from kindergarten through second grade (4;9\u20139;1; 57.9% female). In kindergarten, children switched into Spanish on the English task, but by second grade, they switched into English on the Spanish task. The patterns of CS paralleled shifts in relative proficiency: weaker skills in English predicted switching into Spanish, whereas weaker skills in Spanish predicted switching into English. These findings highlight CS as a dynamic reflection of developing bilingual proficiency.<\/jats:p>","DOI":"10.1093\/chidev\/aacaf059","type":"journal-article","created":{"date-parts":[[2026,1,6]],"date-time":"2026-01-06T12:26:38Z","timestamp":1767702398000},"page":"1013-1027","source":"Crossref","is-referenced-by-count":0,"title":["Development of intrasentential code-switching patterns in Spanish-speaking English learners"],"prefix":"10.1093","volume":"97","author":[{"given":"Julie M","family":"Schneider","sequence":"first","affiliation":[{"name":"The University of California, Los Angeles, UC|CSU Collaborative for Neuroscience, Diversity, and Learning, School of Education and Information Studies , 457 Portola Plaza, Los Angeles, CA 90095 ,","place":["United States"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Giovanna","family":"Morini","sequence":"additional","affiliation":[{"name":"Communication Sciences and Disorders Department, The University of Delaware , 100 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