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92
the Korean dramas that she often watches. I agree with Jennifer that constant
practice and exposure improves the ability to speak Korean more fluently. My
ability to speak Korean was so bad during high school but when I started working
at a Korean restaurant in college, I was able to speak Korean fluently. So much
that when I spoke to Korean elders, they often commented on how easily I spoke
my heritage language. Now, without anyone to practice with, my Korean had
dwindled but when my mother stayed with me for a month two years ago, I was
able to pick it up again.
Jin and Jennifer both agree that it is important for their children to learn
and maintain the Korean language and culture. Jin talked of how it was necessary
for Linda to know her heritage.
I think [Linda] can grow up here and learn the [Korean] language and
culture. Because her parents are Korean, I don’t think that she can be 100%
American, not because she doesn’t want it to be, but because other people
will see her differently. I think that’s just the way our society is. I think
learning where she is from is part of her. [Linda] has a Korean middle
name. That’s going to be something she has to learn and deal with in the
future.
Literacy Events
Literacy events were often encouraged by Jin and Jennifer. As a first grade
teacher, Jennifer would make a point of guiding Linda on the right path so that she
would be ready for elementary school. Jennifer was at all the observations while
Jin and the grandmother were each present during three of the eight visits. During
the observations, Linda was often involved with some kind of an activity, whether
drawing, playing games, or reading.
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 103 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 92 the Korean dramas that she often watches. I agree with Jennifer that constant practice and exposure improves the ability to speak Korean more fluently. My ability to speak Korean was so bad during high school but when I started working at a Korean restaurant in college, I was able to speak Korean fluently. So much that when I spoke to Korean elders, they often commented on how easily I spoke my heritage language. Now, without anyone to practice with, my Korean had dwindled but when my mother stayed with me for a month two years ago, I was able to pick it up again. Jin and Jennifer both agree that it is important for their children to learn and maintain the Korean language and culture. Jin talked of how it was necessary for Linda to know her heritage. I think [Linda] can grow up here and learn the [Korean] language and culture. Because her parents are Korean, I don’t think that she can be 100% American, not because she doesn’t want it to be, but because other people will see her differently. I think that’s just the way our society is. I think learning where she is from is part of her. [Linda] has a Korean middle name. That’s going to be something she has to learn and deal with in the future. Literacy Events Literacy events were often encouraged by Jin and Jennifer. As a first grade teacher, Jennifer would make a point of guiding Linda on the right path so that she would be ready for elementary school. Jennifer was at all the observations while Jin and the grandmother were each present during three of the eight visits. During the observations, Linda was often involved with some kind of an activity, whether drawing, playing games, or reading. |
