臺灣博碩士論文加值系統

The purpose of this study is to assess language use among Taiwanese children adopted into Western/American families whose native language is English. The focus is on children over the age of three as previous studies claim that the older the child is when adopted, the longer the delay in development whether it is linguistically, cognitively and/or physically. This study takes a sociolinguistic point of view of international adoption and addresses the topics of language use among the Taiwanese adopted children, their native English speaking parents and the people around them. The participants were five families from America and Canada who adopted a Taiwanese child or Taiwanese children. Because the parents come from America and Canada, English is the language spoken in the homes. The parents’ Chinese proficiencies range from beginner to advanced and all families have resided in Taiwan over ten years. The children are aged 7-18 and all but one child were adopted as infants. A survey entitled “International Adoptive Parent Survey” or “IAPS” was devised and used to document the basic background and language information of the families. After the parents filled out the survey, interviews were conducted. The findings suggest that after adoption, children learn English by immersion but since they reside in Taiwan, a minimum amount of Chinese is maintained. The children’s peers influence their language use whether it be all English or code-switching between English and Chinese. Also, the earlier the child is adopted, the fewer problems the child will have acquiring the adoptive parents’ language.

TABLE OF CONTENTS I
LIST OF FIGURES III
LIST OF TABLES III
ACKNOWLEDGEMENTS IV
ABSTRACT VII
1 INTRODUCTION 1
1.1 RESEARCH BACKGROUND 1
1.2 LINGUISTIC OVERVIEW OF TAIWAN 2
1.3 A LOOK AT AN ADOPTIVE HOME IN TAIWAN 5
1.3.1 THE MOTIVATION AND THE MOVE TO TAIWAN 6
1.3.2 THE ADOPTION PROCESS 7
1.3.3 ABRAHAM, SARAH, AND THE IMMEDIATE FAMILY’S
LINGUISTIC BACKGROUND 7
1.3.4 LANGUAGE USE AND EDUCATION AMONG
NEIGHBORS, THE CHILDREN AND STAFF 8
1.3.5 LANGUAGE SHIFT AND MAINTENANCE BEFORE
AND AFTER THE ADOPTIVE HOME 10
1.4 MAIN PURPOSE OF THE STUDY 10
2 LITERATURE REVIEW 11
2.1 ADOPTION TERMINOLOGY 11
2.2 BILINGUAL CHILDREN AND INTERNATIONAL ADOPTION 13
2.3 ADOPTIVE PARENTS AND INTERNATIONAL ADOPTION 14
2.4 LANGUAGE ATTITUDES AND INTERNATIONAL ADOPTION 15
2.5 LANGUAGE DOMAINS, SHIFT AND MAINTENANCE
AND THE RELATION TO INTERNATIONAL ADOPTION 15
2.6 THE INSTITUTIONALIZED ENVIRONMENT OF
ORPHANAGES AND THE EFFECTS OF LANGUAGE 17
2.7 MISSIONARIES, LANGUAGE AND INTERNATIONAL ADOPTION 18
3 METHODS 20
3.1 STUDY PURPOSE AND RESEARCH QUESTIONS 20
3.2 PARTICIPANTS 20
3.3 INSTRUMENTS AND PROCEDURE 24
4 RESEARCH FINDINGS AND DISCUSSION 27
4.1 PARENTS’ AND CHILDREN’S LINGUISTIC DATA 27
4.1.1 FAMILY A 30
4.1.2 FAMILY B 32
4.1.3 FAMILY C 37
4.1.4 FAMILY D 42
4.1.5 FAMILY E 46
4.1.6 ADOPTED CHILDREN’S LINGUISTICS ISSUES
AND PROBLEMS 49
4.1.7 LANGUAGE ATTITUDES AMONG
THE PARTICIPANTS 51
4.1.8 LANGUAGE SHIFT AND MAINTENANCE
AMONG THE FAMILIES 53
4.2 CURRENT UPDATE ON THE FAMILIES
AND INTERNATIONALLY ADOPTED CHILDREN 55
4.2.1 FAMILY A 55
4.2.2 FAMILY B 55
4.2.3 FAMILY C 55
4.2.4 FAMILY D 58
4.2.5 FAMILY E 60
4.2.6 ADVICE FOR PROSPECTIVE
ADOPTIVE PARENTS 61
4.3 DISCUSSION 62
5 CONCLUSION 68
5.1 SUMMARY 68
5.2 LIMITATIONS 68
5.3 CONTRIBUTIONS OF THIS STUDY 69
5.4 SUGGESTIONS FOR FURTHER RESEARCH 70

REFERENCES 73
APPENDIX 78

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