Chinese Teachers Guide to Adoption

A Comprehensive study & guide for Chinese language teachers Purpose Assess the knowledge and background in adoption topics of Chinese language teachers and identify how this knowledge pertains to the Chinese language classroom. Answer the question of whether we need to develop new positive adoption language (PAL) in Chinese. What are the words used to discuss or describe adoption in Chinese and how do these reflect cultural biases about adoption that differ from or are similar to the reasons for creating PAL in English? Better understand and articulate the motivations of adoptive parents and children in pursuing Chinese language studies. Goals 1. Prepare a definitive Guide to Adoption for Chinese Language Teachers. 2. Provide a list of recommended resources about adoption for these Chinese Language Teachers. 3. Contribute to the literature on bilingual education and transracial adoption. Study Description The Chinese Teachers Guide To Adoption is an ethnographic survey of adoptive families and Chinese language teachers. It was designed to address a gap in the published literature for classroom teachers. However, most Chinese language teachers do not have access to the standard teacher guides designed to inform them of: · A child’s developmental understanding of adoption at different stages · Appropriate & sensitive classroom assignments · The vocabulary of adoption – positive adoption language (PAL) In addition, the published teacher guides to adoption do not address the unique needs of heritage language teachers and students. We know that Chinese language teachers are working with adopted children in regular classrooms, special language schools, and informal tutoring sessions. For this reason the Chinese Teachers Guide to Adoption Study is designed to address the specific needs and interests of Chinese teachers & adoptive families. Preliminary results were presented to Chinese language teachers & parents during the ACTFL convention in Chicago. Adoption touches many children in different ways – with children joining their families through international adoption, domestic adoption & birth children with adopted siblings. All language teachers will encounter adopted children at some point in their teaching experience. Obtaining a greater knowledge of adoption in general and adoption from China & Taiwan in particular is relevant to all Chinese language teachers. Interim Results The interviews revealed surprising as well as anticipated results. The most significant of these is the central role parents play in educating language teachers on the subject of adoption. In many cases, adoptive parents are the sole source for information about adoption for Chinese language teachers. Most of the teachers in the study reported they had little or no knowledge of adoption prior to teaching adopted children in their classrooms in North America. No teachers reported receiving teacher training or outreach on adoption outside of one-on-one parent/classroom contact, few read books or sought out Web sites on international adoption and most do not know where to access in-depth information. The surveys demonstrated that cultural differences profoundly influenced attitudes toward adoption. These differences are at the forefront of communication between teachers and parents and impact the perceptions of both parties. In addition, there is a substantive disconnect between parents and teachers on the goals for Chinese language instruction. How study respondents defined “learning Chinese” and how to successfully fulfill these objectives were viewed in vastly divergent ways by parents and teachers. The central objective for the study is to create an open channel of communication on the topic of positive adoption language (PAL), the reasons why adoptive families participate in heritage or birth language instruction, and the goals in language learning in order to ultimately improve Chinese instruction in North America. Status Interim Results were presented in November 2004 at the American Council for the Teachers of Foreign Language Annual Convention in Chicago & the Chinese Language Teacher Association Greater New York May 2005. This survey is ongoing and will continue into early 2005. To date, 88 parents, teachers, and children indicate their interest in joining the survey. The particiation rate has been over 47%. Due to the depth and importance of the interviews completed to date, the decision was made to extend the study period in order to include additional interviews. Many participants have shared personal stories that bring to life the experience of learning Chinese and about adoption. The results will benefit by including the voices of more Chinese language teachers from around the world. Results Upon final completion of the study, results will be made available in 2 formats: PDF - A short guide for teachers available online at Chinese for Families & Better Chinese Comprehensive results will take the form of a longer publication. To participate or request information You may request a consent form, email questionnaire, or telephone interview via email. Please contact: ChineseForFamilies@comcast.net Thanks to the generous support of Better Chinese, participants receive 1 month trials to FunChinese.com & StoryCola.com.