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42
found that the children would often code-switch from Korean to English and vice
versa when discussing the picture book with their mothers. This study shows how
even at such an early age, young Korean Americans find it difficult to maintain
their heritage language.
Based on the research of 1.5 generation Korean Americans, it is clear that
the background of this group is quite unlike that of their first and second generation
counterparts. However, the question now is that with the background and history
of growing up 1.5, how do 1.5 generation Korean American parents raise their
children? Growing up with a bicultural and bilingual setting, are there distinctive
ways they use language in their homes when it comes to promoting early literacy
skills? What literacy practices, it any, do these parents employ? These are the
questions that will be explored in this study of the families of 1.5 generation
Korean American parents.
The Culture of the 1.5 Generation Korean American Parents
Korean immigrants have been able to adapt to the American culture and
language at a much quicker rate than other immigrants. Kim, Sawdey, &
Meihoefer (1980) state that the involvement in the church provided these Korean
immigrants to have a support system to help navigate through the confusion of
acclimatizing with the new culture. Today, the children of these immigrants from
the last few decades, the 1.5 generation Korean Americans, have grown up to be
fairly successful adults. The 2005 US Census data on income, poverty, and health
insurance coverage state that Asian American have the highest income compared to
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 53 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 42 found that the children would often code-switch from Korean to English and vice versa when discussing the picture book with their mothers. This study shows how even at such an early age, young Korean Americans find it difficult to maintain their heritage language. Based on the research of 1.5 generation Korean Americans, it is clear that the background of this group is quite unlike that of their first and second generation counterparts. However, the question now is that with the background and history of growing up 1.5, how do 1.5 generation Korean American parents raise their children? Growing up with a bicultural and bilingual setting, are there distinctive ways they use language in their homes when it comes to promoting early literacy skills? What literacy practices, it any, do these parents employ? These are the questions that will be explored in this study of the families of 1.5 generation Korean American parents. The Culture of the 1.5 Generation Korean American Parents Korean immigrants have been able to adapt to the American culture and language at a much quicker rate than other immigrants. Kim, Sawdey, & Meihoefer (1980) state that the involvement in the church provided these Korean immigrants to have a support system to help navigate through the confusion of acclimatizing with the new culture. Today, the children of these immigrants from the last few decades, the 1.5 generation Korean Americans, have grown up to be fairly successful adults. The 2005 US Census data on income, poverty, and health insurance coverage state that Asian American have the highest income compared to |
