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93
Reading was encouraged early on in the Kim household. When Linda was
a baby, Jennifer would buy alphabet toys and often point out the letters. Jennifer
remembers how Linda started recognizing the alphabet:
[Linda] showed an interest in letters when she was very young. I can’t even
remember what age. I think it was before one. She was very fascinated
with letters especially. [The alphabets] would always be the first thing
she’d reach for. All her toys were in the corner and she would always go to
the letter magnets and she would always say that certain things look like
letters. I remember going to Las Vegas and she would just start saying the
letters that she would see.
Jin and Jennifer make it a point to read to Linda everyday. Jennifer states how
someone in the household always reads to her on a daily basis: “I used to read to
her more often, but since I got pregnant, it’s Daddy. We are both pretty good at it.
Her grandma reads to her in Korean. She’s trying to teach her the Korean
alphabet.” The parents also take Linda to the library or the bookstore so that Linda
can choose her favorite books.
We take Linda to the library but not all the time. She goes to the library at
school too. I used to take her to the library frequently but not since I got
pregnant and am working. It’s too hard. Jin takes her to Borders a lot. She
loves Dora [books], which I really don’t like because it’s not really her age
appropriate. Linda likes Sandra Boyton books because it has nice silly
pictures which she likes. She likes nursery rhymes because of school.
During the observations, Linda would pick up a book occasionally a flip through
them. Her favorites were a Dora the Explorer book and a fairytale book. Linda
read one of the Dora books aloud and she was able to read some of the words from
the book but filled in the rest of the story with her own words. There were Korean
books on her bookshelf and when I asked her to read it, she would tell me what the
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 104 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 93 Reading was encouraged early on in the Kim household. When Linda was a baby, Jennifer would buy alphabet toys and often point out the letters. Jennifer remembers how Linda started recognizing the alphabet: [Linda] showed an interest in letters when she was very young. I can’t even remember what age. I think it was before one. She was very fascinated with letters especially. [The alphabets] would always be the first thing she’d reach for. All her toys were in the corner and she would always go to the letter magnets and she would always say that certain things look like letters. I remember going to Las Vegas and she would just start saying the letters that she would see. Jin and Jennifer make it a point to read to Linda everyday. Jennifer states how someone in the household always reads to her on a daily basis: “I used to read to her more often, but since I got pregnant, it’s Daddy. We are both pretty good at it. Her grandma reads to her in Korean. She’s trying to teach her the Korean alphabet.” The parents also take Linda to the library or the bookstore so that Linda can choose her favorite books. We take Linda to the library but not all the time. She goes to the library at school too. I used to take her to the library frequently but not since I got pregnant and am working. It’s too hard. Jin takes her to Borders a lot. She loves Dora [books], which I really don’t like because it’s not really her age appropriate. Linda likes Sandra Boyton books because it has nice silly pictures which she likes. She likes nursery rhymes because of school. During the observations, Linda would pick up a book occasionally a flip through them. Her favorites were a Dora the Explorer book and a fairytale book. Linda read one of the Dora books aloud and she was able to read some of the words from the book but filled in the rest of the story with her own words. There were Korean books on her bookshelf and when I asked her to read it, she would tell me what the |
