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109
Koreans here as opposed to where I grew up. We have relatives that speak Korean
so it’s important for Samantha to learn the language.”
Literacy Events
The literacy events observed occurred mostly between Jane and Samantha.
Han was present during two of the observations. As an only child, Samantha was
very independent and would sometimes go off to her room to read or draw by
herself.
Jane read to Samantha during five different observations. While Jane read,
she would ask Samantha questions about the characters and the plot. At times, Jane
would ask her questions in Korean and Samantha would answer in English. When
Samantha was younger, Jane recalled how she and Han read to her:
I bought tons of books for Samantha. Han and I really didn’t teach her how
to read but we read to her constantly. [Samantha] started to actually
memorize the books we read often and knew what the story was about. We
just surrounded her with books.
Jane purchased both English and Korean books. In addition to the books at home,
Jane took Samantha to the library and bookstore often. Samantha’s interests
varied: “[Samantha] likes any books with pictures in it. She loves pop up and
scary books…books that require interaction.” Han said that Samantha’s ability to
read books by herself did not come until after she started preschool. “When
Samantha learned how to read, she sat in her room and read for hours sometimes.”
Samantha loved to sit by her activity table in her bedroom and write and
draw. She would spend 30 minutes to an hour just writing lists of her classmate’s
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 120 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 109 Koreans here as opposed to where I grew up. We have relatives that speak Korean so it’s important for Samantha to learn the language.” Literacy Events The literacy events observed occurred mostly between Jane and Samantha. Han was present during two of the observations. As an only child, Samantha was very independent and would sometimes go off to her room to read or draw by herself. Jane read to Samantha during five different observations. While Jane read, she would ask Samantha questions about the characters and the plot. At times, Jane would ask her questions in Korean and Samantha would answer in English. When Samantha was younger, Jane recalled how she and Han read to her: I bought tons of books for Samantha. Han and I really didn’t teach her how to read but we read to her constantly. [Samantha] started to actually memorize the books we read often and knew what the story was about. We just surrounded her with books. Jane purchased both English and Korean books. In addition to the books at home, Jane took Samantha to the library and bookstore often. Samantha’s interests varied: “[Samantha] likes any books with pictures in it. She loves pop up and scary books…books that require interaction.” Han said that Samantha’s ability to read books by herself did not come until after she started preschool. “When Samantha learned how to read, she sat in her room and read for hours sometimes.” Samantha loved to sit by her activity table in her bedroom and write and draw. She would spend 30 minutes to an hour just writing lists of her classmate’s |
