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).