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108
school. At home, [my brother and I] spoke English and my parents spoke
Korean to each other. But to us, they spoke English because they wanted us
to adjust. They never told us to speak Korean.
Han learned English quickly since he immigrated when he was three years old and
essentially lost his heritage language growing up. In college though, Han wanted to
learn the language he lost and took Korean classes. He also watches Korean
dramas with Jane and has learned enough to understand most of what the characters
are saying. Han wished he knew Korean better, though, especially when he went to
Korea recently.
I went to Korea the first time when I was in college and I got to know my
relatives but we had a hard time communicating with each other. When I
went back recently, I became close to my cousins because my Korean was a
little better. I wish I can speak it more fluently though.
Han’s mother also wished she had encouraged her sons to maintain their heritage
language. “One of [my mom’s] biggest regrets is that she didn’t speak Korean at
home. So now, when I talk to her on the phone, she’ll speak to me in Korean but
I’ll talk to her in English.”
Today, Han and Jane both want Samantha to learn Korean. Jane tries to
speak to Samantha in Korean as much as possible although Jane doesn’t know how
much Samantha actually understands. “I try to communicate in Korean with her
and ask her about her day at school. Samantha responds in English. Sometimes,
though, she gives me a blank look. I don’t think she understands everything I say
in Korean.” Han also wants Samantha to learn Korean but does not take an active
role in teaching her the language. He believes that living in Los Angeles helps
though. “It’s definitely easier [to learn Korean] in Los Angeles. There are more
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 119 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 108 school. At home, [my brother and I] spoke English and my parents spoke Korean to each other. But to us, they spoke English because they wanted us to adjust. They never told us to speak Korean. Han learned English quickly since he immigrated when he was three years old and essentially lost his heritage language growing up. In college though, Han wanted to learn the language he lost and took Korean classes. He also watches Korean dramas with Jane and has learned enough to understand most of what the characters are saying. Han wished he knew Korean better, though, especially when he went to Korea recently. I went to Korea the first time when I was in college and I got to know my relatives but we had a hard time communicating with each other. When I went back recently, I became close to my cousins because my Korean was a little better. I wish I can speak it more fluently though. Han’s mother also wished she had encouraged her sons to maintain their heritage language. “One of [my mom’s] biggest regrets is that she didn’t speak Korean at home. So now, when I talk to her on the phone, she’ll speak to me in Korean but I’ll talk to her in English.” Today, Han and Jane both want Samantha to learn Korean. Jane tries to speak to Samantha in Korean as much as possible although Jane doesn’t know how much Samantha actually understands. “I try to communicate in Korean with her and ask her about her day at school. Samantha responds in English. Sometimes, though, she gives me a blank look. I don’t think she understands everything I say in Korean.” Han also wants Samantha to learn Korean but does not take an active role in teaching her the language. He believes that living in Los Angeles helps though. “It’s definitely easier [to learn Korean] in Los Angeles. There are more |
