Literature Review: Main Factors Contributing to Code-Mixing among Bilingual Pupils in Shanghai's International Schools

This study examines the crucial variables impacting the code-mixing behavior of bilingual pupils in Shanghai International School. By studying language policy, curriculum design, school social dynamics and social environment, family language background and cultural identity, the study emphasizes exactly how these components collectively form pupils' language method. Research findings indicate that flexible language policy and bilingual curriculum design encourages the spread of code-mixing, with family language background and cultural identity significantly influencing pupils' language preferences in bilingual settings. This research provides valuable insights for developing more effective curriculum designs and teaching strategies, aiming to optimize bilingual education and promote cultural integration.