Research Design-Blog Post 4 (Revised)

The purpose of this phenomological study is to understand why recent adoptees from China are experiencing difficulties in the areas of language and literacy upon entering elementary school. The reason for these struggles is unknown. These children are spending their early years in an institution, being adopted at older ages than previous Chinese adoptees, and acquiring a “second first-language” after first language development occurs (Meese, 2005; Scott, Pollock, Roberts, and Krakow, 2013; Scott, Roberts, & Krakow, 2008).

The following questions will guide the study.
1) Why are children adopted from China experiencing problems with language and literacy as they enter elementary school?
A) How does the age at adoption, along with the initial development of the child’s first language, affect children’s overall language skills upon entering school?
B) What is the relationship between the time children spend grasping the English language and difficulties they have with language/literacy in school during their early elementary years?


This study is one involving qualitative research, as I will be looking primarily at non-numerical data in my study. Since my study will be survey-based, using an interview type of format, I am using the phenomenological design. The phenomenological design has an emphasis on narratives, with a strong interest in the stories people tell. My goal through this study is to learn, through these children’s parents, about the possible struggles their children are having with language and literacy post-adoption, especially upon entering elementary school. Follow-up interviews will be used, as needed, to ensure that all information is included for analyzing and interpreting. With this design focusing on the individual experiences of people, I felt it best suited my dissertation project.

Research Design-Blog Post 4

The purpose of this study is to understand why recent adoptees from China are experiencing difficulties in the areas of language and literacy upon entering elementary school. The reason for these struggles is unknown. These children are spending their early years in an institution, being adopted at older ages than previous Chinese adoptees, and acquiring a “second first-language” after first language development occurs (Meese, 2005; Scott, Pollock, Roberts, and Krakow, 2013; Scott, Roberts, & Krakow, 2008).

The following questions will guide the study.
1. Why are children adopted from China experiencing problems with language and literacy as they enter elementary school?
2. How does the age at adoption, along with the initial development of the child’s first language, affect children’s overall language skills upon entering school?
3. What is the relationship between the time children spend grasping the English language and difficulties they have with language/literacy in school during their early elementary years?


This study is one involving qualitative research, as I will be looking primarily at non-numerical data in my study. Since my study will be survey-based, using an interview type of format, I am using the phenomenological design. The phenomenological design has an emphasis on narratives, with a strong interest in the stories people tell (Davidsen, 2013). My goal through this study is to learn, through these children’s parents, about the possible struggles their children are having with language and literacy post-adoption, especially upon entering elementary school. Follow-up interviews will be used, as needed, to ensure that all information is included for analyzing and interpreting. With this design focusing on the individual experiences of people, I felt it best suited my dissertation project.
References
Davidsen, A.S. (2013). Phenomenological approaches in psychology and health sciences. Qualitative Research in Psychology. 10(3), 318-339.
Meese, R.L. (2005). A few new children: Post-institutionalized children of international adoption. The Journal of Special Education, 39(3), 157-167.
Scott, K.A., Pollock, K., Roberts, J.A., & Krakow, R. (2013). Phonological processing skills of children adopted internationally. American Journal of Speech-Language Pathology, 22, 673-683.
Scott, K.A., Roberts, J.A., & Krakow, R. (2008). Oral and written language development of children adopted from China. American Journal of Speech-Language Pathology, 17, 150-160.

Purpose Statement and Research Questions (Revised)

Purpose Statement

The purpose of this study is to determine why recent adoptees from China are experiencing difficulties in the areas of language and literacy upon entering elementary school. The reason for these struggles is unknown. These children are spending their early years in an institution, being adopted at older ages than previous Chinese adoptees, and acquiring a “second first-language” after first language development occurs (Doom, Georgieff, & Gunnar, 2015; Roberts, Pollock, Krakow, Price, Fulmer, & Wang, 2005; Scott, Pollock, Roberts, and Krakow, 2013; Scott, Roberts, & Krakow, 2008).

Research Questions

The following questions will guide the study.
1) Why are children adopted from China experiencing problems with language and literacy as they enter elementary school?

2) Does the age at adoption, along with the initial development of the child’s first language, affect children’s overall language skills upon entering school?

3) Is there a relationship between the time children spend grasping the English language and difficulties they have with language/literacy in school during their early elementary years?


References

Doom, J.R., Georgieff, M.K., & Gunnar, M.R. (2015). Institutional care and iron deficiency increase ADHD and lower IQ 2.5-5 years post-adoption. Developmental Science, 18, 484-494.

Roberts, J., Pollock, K., Krakow, R. A., Price, J., Fulmer, K., & Wang, P.P. (2005). Language development in pre-school age children adopted from China. Journal of Speech, Language, and Hearing Research, 48, 93-107.

Scott, K.A., Pollock, K., Roberts, J.A., & Krakow, R. (2013). Phonological processing skills of children adopted internationally. American Journal of Speech-Language Pathology, 22, 673-683.

Scott, K.A., Roberts, J.A., & Krakow, R. (2008). Oral and written language development of children adopted from China. American Journal of Speech-Language Pathology, 17, 150-160.

Theoretical Framework References

References

Ariza, E.N. & Hancock, S. (2003). Second language acquisition theories as a framework for creating distance learning courses. The International Review of Research in Open and Distributed Learning, 4. Retrieved from www.irrodl.org.

Krashen, S. D. (1987) Principles and Practice in Second Language Acquisition. Prentice-Hall International.

Schultz, R. (1998). Stephen Krashen’s Theory of Second Language Acquisition. Retrieved from www.sk.com.br/sk-krash.html.

Tricomi, E.T. (1986). Krashen’s second-language acquisition theory and the teaching of edited American English. Journal of Basic Writing, 5, 59-69.

Theoretical Framework

The problem of oral language and literacy skills in young adopted international children is grounded in Krashen’s Theory of Second Language Acquisition. This theory was originally developed by Stephen Krashen in the late 1970’s and 1980’s and was primarily used to study second language acquisition. It introduced a language specific model, where second language acquisition occurs naturally and unexpectedly. Krashen(1987)states that “the best methods are therefore those that supply comprehensible input in low anxiety situations, containing messages that students really want to hear. These methods do not force early production in the second language, but allow students to produce language when they are ‘ready,’ recognizing that improvement comes from supplying communicative and comprehensive input, and not from forcing and correcting production”. This theory reiterates that the second language is acquired similarly to the first in an unconscious manner. Krashen believes that language acquisition and learning occurs through formally learning rules, which allow one to speak about and apply knowledge obtained (Tricomi, 1986). It also emphasizes simplifying linguistics through graphic organizers, visuals, pictures, and other ESOL strategies (Ariza & Hancock, 2003). Krashen synthesizes his theory into five core hypotheses:
The Acquisition-Learning Hypothesis
The Monitor Hypothesis
The Input Hypothesis
The Natural Order Hypothesis
The Affective Filter Hypothesis
According to Schulz (1998), The Acquisition-Learning Hypothesis is the most widely known among practitioners and the primary hypothesis. Krashen believes that both the acquired system and learned system are two independent systems and are part of second language performance. The Monitor Hypothesis shows the relationship between the two. The role of the monitor should be small, only to give speech a more refined appearance. The Input Hypothesis is how Krashen explains the way a learner acquires a second language. It focuses on the idea that humans understand language at their next stage, a step beyond their current level. The Natural Order Hypothesis, based on research findings cited by Krashen, shows that grammatical structure acquisition follows a natural, sequential order. The Affective Filter Hypothesis includes Krashen’s belief that numerous “affective variables” play a helpful role in second language acquisition. These factors can include motivation, anxiousness, and self-assurance. It is Krashen’s belief that learners who are highly motivated, with a strong self-image and low anxiety are more equipped for success in second language acquisition (Schulz, 1998).

Purpose Statement and Research Questions

Purpose Statement

The purpose of this study is to determine why recent adoptees from China are struggling in the areas of language and literacy upon entering elementary school.

Research Questions

1) Why are children adopted from China experiencing problems with language and literacy as they enter elementary school?

2) Does the age at adoption, along with the initial development of the child’s first language, affect children’s overall language skills upon entering school?

3) Is there a relationship between the time children spend grasping the English language and difficulties they have with language/literacy in school during their early elementary years?

Theoretical Frameworks-Blog 2

Theoretical Frameworks

Collins, R.G. (2016). Examination of Strategies of Elementary School Counselors Working with Students Raised by Grandparents in Rural United States of America. Doctoral dissertation. Nova Southeastern University. Retrieved from NSUWorks, Abraham S. Fischler School of Education (11895). http://marps.library.nova.edu.ezproxylocal.library.nova.edu/pdf/11895.pdf

The theoretical framework used in this dissertation the attachment theory.

Crooks, S.A. (2014). Exploring the Career Experiences of Caribbean Women in Leadership. Doctoral dissertation. Nova Southeastern University. Retrieved from NSUWorks. Abraham S. Fischler School of Education (10774).
http://marps.library.nova.edu.ezproxylocal.library.nova.edu/pdf/10774.pdf

The theoretical framework for this dissertation is the constructive-developmental theory.

Ellis, M.Y. (2012). Novice Principals’ Perceptions of Effective Leadership Practices and Their Principal Preparation Programs.. Doctoral dissertation. Retrieved from NSUWorks. Abraham S. Fischler School of Education (10011).
http://marps.library.nova.edu.ezproxylocal.library.nova.edu/pdf/10011.pdf

The theoretical framework used in this dissertation is ontology, which is the study of the existence of reality, and critical realism, a philosophical approach based on Bhaskar, which focuses on meaning and evidence.

Sadler, C. (2016). Self-Determination: A Case Study of the Needs, Preferences, Goals, and Feelings of Secondary Students With Significant Disabilities in Their Transition to Adulthood. Doctoral dissertation. Nova Southeastern University. Retrieved from NSUWorks, Abraham S. Fischler School of Education (11305).
http://marps.library.nova.edu.ezproxylocal.library.nova.edu/pdf/11305.pdf

The theoretical framework for this dissertation is the self-determination theory.


For me, just reading portions of dissertations not related to my topic were fun. I enjoyed being "outside of my box" for a while. :)

More Concise Problem Statement (per Dr. Reeves request)

Today's Chinese adoptees are struggling with language and literacy skills upon entering elementary school than adoptees from the 1990's and early 2000's. Spending more time in their home country and acquiring a "second first language" at an older age may contribute to the reason. More research definitely needs to be done.

Problem Statement

Dissertation Topic: A Study of the Oral Language Skills of Young Adopted Chinese Children at the
Ages of Three and Younger

Problem Statement (and evidence)

May 11, 2017

Worldwide, international adoption continues to grow, with a significant number of children being adopted from China each year (U.S. Department of State, 2015). From 1992, when adoptions began in China, until shortly after the turn of the century, healthy, infant girls were the norm of adoptions from China, with an average wait time of 7-9 months to adopt (Smith, 2012). By 2008, as China prepared to host the Olympics, their economy began to rise, and domestic adoptions skyrocketed. By that time, the wait for an American couple to adopt a healthy, infant girl had grown to 7 years, while China, at the same time, made adoption eligibility requirements more difficult. Adoption in China has changed over the past 25 years. The demographics of children being adopted today is different with nearly as many boys being adopted as girls (U.S. Department of State, 2015). Children are also being adopted at older ages, with infants rarely being placed for adoption anymore. Children with disabilities such as Clubfoot, Limb Difference, Hepatitis B, or a Heart Defect have found their forever families, while previously they may have been forgotten in China (Schoborg, 2013). These children are being abandoned because parents cannot afford to care for them (Vanderklippe, 2014).
With this new generation of adoptees from China, there is little research on how well these children are doing with language and literacy once they enter elementary school. Oral language development and overall literacy skills can be problematic reference (Gauthier & Genesee, 2011). With these youngsters spending their early years in government institutions before adoption (Scott, Roberts, & Krakow, 2008), and then quickly acquiring English (Roberts, Krakow, & Pollock, 2003), the desire is to discover whether they are reaching desired milestones, progressing at age-appropriate levels in oral and written communication, and upon entering the elementary grades, are improving in overall literacy skills. By being placed for adoption with families who use a different language, children are faced with a number of challenges--one of which is second language acquisition.
Being thrust into a new language, these children have been impacted by language acquisition well into their academic years (Gauthier & Genesee, 2011). There is very little research that has been done on this new generation of Chinese adoptees. Most research stems back to studies that involved healthy, infant girls adopted in the 1990’s and early 2000’s (Krakow, Tao, & Roberts, 2005; Scott, Roberts, & Krakow, 2008; Scott, Pollock, Roberts, & Krakow, 2013). Today’s adoptees have spent more time acquiring their first language before second language acquisition occurs due to changes in adoption circumstances in China than adoptees did a decade ago (Smith, 2012).

References:

Gauthier, K. & Genesee, F. (2011). Language development in internationally adopted children: a special case of early second language learning. Child Development, 82, 887-901.

Krakow, R., Tao, S., & Roberts, J. (2005). Adoption age effects on English language acquisition: Infants and toddlers from China. Seminars in Speech and Language, 26, 33-43

Roberts, J., Krakow, R. A., & Pollock, K. (2003). Language outcomes for preschool children adopted from China as infants and toddlers. Journal of Multilingual Communication Disorders, 1, 177-183.

Schoborg, D. (2013). Top 10 Special needs in Chinese adoption. Rainbow Kids: Adoption & Child Welfare Advocacy. Retrieved from http://www.rainbowkids.com.

Scott, K.A., Pollock, K., Roberts, J.A., & Krakow, R. (2013). Phonological processing skills of children adopted internationally. American Journal of Speech-Language Pathology, 22, 673-683.

Scott, K.A., Roberts, J.A., & Krakow, R. (2008). Oral and written language development of children adopted from China. American Journal of Speech-Language Pathology, 17, 150-160.

Smith, B. (2012). The changing face of adoption from China. Families with Children from China-Northern California, 2, 1-3.

U.S. Department of State (2015). Bureau of consular affairs: intercountry adoptions. Retrieved from http://www.travel.state.gov.

Vanderklippe, N. (2014). The tragic tale of China’s orphanages: 98% of abandoned children have disabilities. The Globe and Mail. Retrieved from www.theglobeandmail.com.