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41
better relationships with the Korean community members and having an enhanced
understanding of the Korean culture. The disadvantages are that the young Korean
Americans would have a difficult time relating to the Korean community which is a
characteristic many 1.5 generation Korean Americans face. However, while Cho’s
research shows the importance of maintaining the heritage language of Korean
Americans, the 1.5 generation still faces a pull toward the dominant language and
culture.
An example of this can be found in Lim and Cole’s (2002) study of first
language development in young Korean children. Their study, consisting of 21
children, ages two through four in American preschools, examined how children
whose parents were trained in picture book interactions has increased language
performance compared to children whose parents had no training. While it is
significant that the children whose parents received training in specific facilitation
techniques around picture books produced greater language skills, the more
interesting finding was on how the Korean language was used in the study.
Throughout the study, the mothers spoke only Korean to their children and used
only Korean picture books. However, being that the children was already exposed
to the English language through their preschools, the mothers reported that they had
difficulty with the contexts of the Korean picture books due to the cultural
differences between the two countries. The mothers also reported that they often
had a difficult time explaining certain concepts and words in Korean being that the
child was more familiar with the American way of thinking. The researcher also
Object Description
| Title | Literacy practices of 1.5 generation Korean American parents with three to five year old children |
| Author | Cho, Maristela |
| Author email | starrymary@gmail.com; maristem@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Curriculum & Instruction) |
| School | Rossier School of Education |
| Date defended/completed | 2008-08-12 |
| Date submitted | 2008 |
| Restricted until | Unrestricted |
| Date published | 2008-10-13 |
| Advisor (committee chair) | Jun, Alexander |
| Advisor (committee member) |
Mora-Flores, Eugenia Rose, Susan |
| Abstract | The focus of this study was to examine the literacy practices found in the homes of families with 1.5 generation Korean American parents with three to five year old children. A close examination at the parent's own history as a 1.5 generation Korean American and their experiences in literacy and the duality of their culture provided a base on the literacy practices in the home. The literacy events and the print environment of the home also provided an insight into the family's literacy practices. The subjects in this study included three Korean American families residing in and around Los Angeles. Data were collected during the spring of 2007 and a follow-up session occurred one year afterwards during the spring of 2008. The first set of data was collected during an eight to ten week period where the investigator met with the families in their homes for approximately two to three hours. Two follow-up sessions occurred for two hours at the homes of the families. The research used a case study methodology to collect the data using interviews, observations, and document analysis. Five findings were obtained from this study. First, the 1.5 generation Korean Americans all experienced literacy and communication struggles growing up as an immigrant. Second, the parents experienced difficulties growing up with a dual culture and as a latchkey child. Third, the 1.5 generation Korean Americans all expressed how the lack of cultural capital by their parents left them without the tools necessary to navigate through the school system and the American culture. Fourth, literacy events were often found in the homes of the 1.5 generation Korean Americans suggesting that the parents are aware of the importance of literacy at an early age. Lastly, the HOME Inventory found that all the families made a point to provide abundant stimulation and support to support their child in her literacy and personal development.; Implications are discussed to caution the use of the data for all 1.5 generation Korean Americans. Recommendations for future research include a further examination on the effects of growing up as a latchkey child, the effects of navigating through a new culture and school without cultural capital, the second generation's acquisition of the Korean language, further research on three to five year old boys, and examining the 1.5 generation Korean Americans residing in such places like New York, Chicago, Brazil, and Argentina to see if immigration and literacy practices are different by geographic location. |
| Keyword | literacy; emergent literacy; family literacy; Korean Americans; 1.5 generation Korean Americans |
| Geographic subject (city or populated place) | Los Angeles |
| Coverage date | 2007/2008 |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m1665 |
| Contributing entity | University of Southern California |
| Rights | Cho, Maristela |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-Cho-2389 |
| Archival file | uscthesesreloadpub_Volume29/etd-Cho-2389.pdf |
Description
| Title | Page 52 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 41 better relationships with the Korean community members and having an enhanced understanding of the Korean culture. The disadvantages are that the young Korean Americans would have a difficult time relating to the Korean community which is a characteristic many 1.5 generation Korean Americans face. However, while Cho’s research shows the importance of maintaining the heritage language of Korean Americans, the 1.5 generation still faces a pull toward the dominant language and culture. An example of this can be found in Lim and Cole’s (2002) study of first language development in young Korean children. Their study, consisting of 21 children, ages two through four in American preschools, examined how children whose parents were trained in picture book interactions has increased language performance compared to children whose parents had no training. While it is significant that the children whose parents received training in specific facilitation techniques around picture books produced greater language skills, the more interesting finding was on how the Korean language was used in the study. Throughout the study, the mothers spoke only Korean to their children and used only Korean picture books. However, being that the children was already exposed to the English language through their preschools, the mothers reported that they had difficulty with the contexts of the Korean picture books due to the cultural differences between the two countries. The mothers also reported that they often had a difficult time explaining certain concepts and words in Korean being that the child was more familiar with the American way of thinking. The researcher also |
