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Korean language decreased. The 1.5 generation Korean Americans were soon
speaking “Konglish” to their parents and the first generation Koreans had an
increasingly difficult time understanding their children. Even to this day, 1.5
generation Korean Americans have difficulties communicating with their parents
and wish that they had better maintained their heritage language. Some made
specific efforts to search for the language and culture of their homeland (Kim,
Sawdey, & Meihoefer, 1980).
This effort suggests that most of the 1.5 generation Korean Americans
parents in this study still valued their Korean culture and heritage, even though
their knowledge and language acquisition of it may be slim. They also wanted this
tie with their homeland to be passed on to their children, even though their
awareness of the Korean culture and language were limited. In fact, all the parents
in this study made a point of stating that they wanted their second generation
children to learn how to speak Korean and following Korean traditions.
Dual Culture and Difficulties as a Latchkey Child
This section focuses on examining the difficulties that the 1.5 generation
Korean American parents in this study had to deal with when it came to managing
between their Korean culture and their newfound American culture. Difficulties
faced among the parents of this study as a latchkey child will also be examined.
Formal and informal interviews with the parents were used to collect the necessary
data.
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 131 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 120 Korean language decreased. The 1.5 generation Korean Americans were soon speaking “Konglish” to their parents and the first generation Koreans had an increasingly difficult time understanding their children. Even to this day, 1.5 generation Korean Americans have difficulties communicating with their parents and wish that they had better maintained their heritage language. Some made specific efforts to search for the language and culture of their homeland (Kim, Sawdey, & Meihoefer, 1980). This effort suggests that most of the 1.5 generation Korean Americans parents in this study still valued their Korean culture and heritage, even though their knowledge and language acquisition of it may be slim. They also wanted this tie with their homeland to be passed on to their children, even though their awareness of the Korean culture and language were limited. In fact, all the parents in this study made a point of stating that they wanted their second generation children to learn how to speak Korean and following Korean traditions. Dual Culture and Difficulties as a Latchkey Child This section focuses on examining the difficulties that the 1.5 generation Korean American parents in this study had to deal with when it came to managing between their Korean culture and their newfound American culture. Difficulties faced among the parents of this study as a latchkey child will also be examined. Formal and informal interviews with the parents were used to collect the necessary data. |
