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117
2008. All the visits lasted approximately two to three hours. The visits took place
mainly during a weekday afternoon once a week when the three to five year old
child was home, although some visits did take place during the weekend when
every family member was present.
Follow up visits were conducted approximately a year later to gather
information about the progress of the preschool children and their literacy
development. The parents were also interviewed to determine if the literacy
strategies they used remained unchanged or not.
The data collected from the three families in this study led to a discussion of
the following five sections: (1) literacy and communication struggles of 1.5
generation Korean Americans; (2) dual culture and difficulties as a latchkey child;
(3) cultural capital; (4) literacy events; and (5) HOME inventory. Following this
discussion, the implications of this study will be explored. Policy
recommendations based on the data collected will be stated followed by a look at
the limitations of this study. Lastly, recommendations for future research will
conclude this chapter.
Literacy and Communication Struggles of 1.5 Generation Korean Americans
This section focuses of the literacy background of the parents and how they
learned the English language as an immigrant. While learning the English
language and after fully attaining this new language, the communication struggles
they faced between their heritage language and their English language is also
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 128 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 117 2008. All the visits lasted approximately two to three hours. The visits took place mainly during a weekday afternoon once a week when the three to five year old child was home, although some visits did take place during the weekend when every family member was present. Follow up visits were conducted approximately a year later to gather information about the progress of the preschool children and their literacy development. The parents were also interviewed to determine if the literacy strategies they used remained unchanged or not. The data collected from the three families in this study led to a discussion of the following five sections: (1) literacy and communication struggles of 1.5 generation Korean Americans; (2) dual culture and difficulties as a latchkey child; (3) cultural capital; (4) literacy events; and (5) HOME inventory. Following this discussion, the implications of this study will be explored. Policy recommendations based on the data collected will be stated followed by a look at the limitations of this study. Lastly, recommendations for future research will conclude this chapter. Literacy and Communication Struggles of 1.5 Generation Korean Americans This section focuses of the literacy background of the parents and how they learned the English language as an immigrant. While learning the English language and after fully attaining this new language, the communication struggles they faced between their heritage language and their English language is also |
