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145
Tse, L. (2001). Resisting and reversing language shift: Heritage-language resilience
among U.S. native biliterates. Harvard Educational Review, 71(4), 676-
706.
United States Census Bureau. (2003). Foreign-Born Population: 2000. Retrieved
February 26, 2006, from http://www.census.gov/prod/2003pubs/c2kbr-
34.pdf.
United States Census Bureau. (2002). The Asian Population: 2000. Retrieved
February 26, 2006, from http://www.census.gov/prod/2002pubs/c2kbr01-
16.pdf.
United States Department of Homeland Security. (2004). 2004 Yearbook of
Immigration Statistics. Retrieved February 26, 2006, from
http://uscis.gov/graphics/shared/statistics/yearbook/Yearbook2004.pdf
Valencia, S.W., & Sulzby, E. (1991). Assessment of emergent literacy: Storybook
reading. The Reading Teacher, 44(7), 498-500.
Vygotsky, L.S. (1962). Thought and Language. Cambridge, MA: The M.I.T. Press.
Vygotsky, L.S. (1978). Mind and Society: The development of higher psychological
processes. (Cole, M., John-Steiner, V., Scribner, S., & Souberman, E. Eds.).
Cambridge, MA: Harvard University Press.
Weikle, B., & Hadadian, A. (2003). Emergent literacy practices among parents of
preschool children with & without disabilities. International Journal of
Special Education, 18(1), 80-99.
Wells, G. (1985). Language and learning: An interactional perspective. In Wells,
G., & Nicolls, J. (Eds.), Language & Learning: An Interactional Perspective
(pp. 21-39). Philadelphia, PA: The Falmer Press.
West, R.F., Stanovich, K.E., & Mitchell, H.R. (1993). Reading in the real world
and its correlates. Reading Research Quarterly, 28(1), 34-50.
White, D. (1984). Books before five. Portsmouth, NH: Heinemann. (Original work
published 1954)
Whitehead, M. (1996). The development of language and literacy. London: Hodder
& Stoughton.
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 156 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 145 Tse, L. (2001). Resisting and reversing language shift: Heritage-language resilience among U.S. native biliterates. Harvard Educational Review, 71(4), 676- 706. United States Census Bureau. (2003). Foreign-Born Population: 2000. Retrieved February 26, 2006, from http://www.census.gov/prod/2003pubs/c2kbr- 34.pdf. United States Census Bureau. (2002). The Asian Population: 2000. Retrieved February 26, 2006, from http://www.census.gov/prod/2002pubs/c2kbr01- 16.pdf. United States Department of Homeland Security. (2004). 2004 Yearbook of Immigration Statistics. Retrieved February 26, 2006, from http://uscis.gov/graphics/shared/statistics/yearbook/Yearbook2004.pdf Valencia, S.W., & Sulzby, E. (1991). Assessment of emergent literacy: Storybook reading. The Reading Teacher, 44(7), 498-500. Vygotsky, L.S. (1962). Thought and Language. Cambridge, MA: The M.I.T. Press. Vygotsky, L.S. (1978). Mind and Society: The development of higher psychological processes. (Cole, M., John-Steiner, V., Scribner, S., & Souberman, E. Eds.). Cambridge, MA: Harvard University Press. Weikle, B., & Hadadian, A. (2003). Emergent literacy practices among parents of preschool children with & without disabilities. International Journal of Special Education, 18(1), 80-99. Wells, G. (1985). Language and learning: An interactional perspective. In Wells, G., & Nicolls, J. (Eds.), Language & Learning: An Interactional Perspective (pp. 21-39). Philadelphia, PA: The Falmer Press. West, R.F., Stanovich, K.E., & Mitchell, H.R. (1993). Reading in the real world and its correlates. Reading Research Quarterly, 28(1), 34-50. White, D. (1984). Books before five. Portsmouth, NH: Heinemann. (Original work published 1954) Whitehead, M. (1996). The development of language and literacy. London: Hodder & Stoughton. |
