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81
Kate’s writing skills have also improved. She can write short sentences in a neat
line rather than the downward line from the previous year. Sometimes, she asked
Sarah for help on spelling a word but not with the structure of the sentence. Kate’s
vocabulary has also increased and she is much more verbal now. When Kate came
home from school, she recounted what had happened in school in much more detail
as opposed to what was observed a year ago.
Print Documents
Evidence of print documents was visible throughout the home of the Park
family. In the garage, Kate and Emily had an array of materials to draw and create.
They also had various puzzles and posters stacked to the side of the garage and
pictures hanging on the spare refrigerator. A cart filled with arts and crafts
materials was next to the refrigerator and various drawings created by Emily and
Kate were hanging around the garage. The den had a television set, framed pictures
that the girls drew, various toys and learning materials, board games, and a large
bookcase. The bookcase contained both children’s picture books for Kate,
elementary books for Emily, books for the parents, and various puzzles and toys. A
mix of books for both the children and the parents lined the shelves such as some
Sandra Boyton picture books, Shel Silverstein books, various Disney princess
books, and education books like “What your Kindergartener Needs to Know” and
“Comprehensive Curriculum of Basic Skills – 1st Grade” for the parents. The
children spent much of their time here playing imaginary games with their Barbie
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 92 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 81 Kate’s writing skills have also improved. She can write short sentences in a neat line rather than the downward line from the previous year. Sometimes, she asked Sarah for help on spelling a word but not with the structure of the sentence. Kate’s vocabulary has also increased and she is much more verbal now. When Kate came home from school, she recounted what had happened in school in much more detail as opposed to what was observed a year ago. Print Documents Evidence of print documents was visible throughout the home of the Park family. In the garage, Kate and Emily had an array of materials to draw and create. They also had various puzzles and posters stacked to the side of the garage and pictures hanging on the spare refrigerator. A cart filled with arts and crafts materials was next to the refrigerator and various drawings created by Emily and Kate were hanging around the garage. The den had a television set, framed pictures that the girls drew, various toys and learning materials, board games, and a large bookcase. The bookcase contained both children’s picture books for Kate, elementary books for Emily, books for the parents, and various puzzles and toys. A mix of books for both the children and the parents lined the shelves such as some Sandra Boyton picture books, Shel Silverstein books, various Disney princess books, and education books like “What your Kindergartener Needs to Know” and “Comprehensive Curriculum of Basic Skills – 1st Grade” for the parents. The children spent much of their time here playing imaginary games with their Barbie |
