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148
Home
Do any adults live here, other than the immediate parents? (If so, who?)
Language(s) spoken in home:
By whom?
Physical description of home and neighborhood:
Three to Five Year Old Child (Subject)
Birthdate:
Birthplace:
At what age did your child begin to walk?
At what age did your child begin to talk?
Did (Does) your child go to preschool?
Why did you send him/her to preschool?
What did he/she learn at the preschool?
Did your child know the alphabet before starting preschool?
Was she/he able to read?
Do you read to your child?
How often does someone read to your child?
Who reads more often to your child?
What is your child generally interested in?
What does your child like to do for fun?
Does your child watch television? How often? What programs?
What other activities do you do with your child?
Is your child part of any extracurricular activities? How often?
Early Reading and Writing
Reading
At what age did your child first show an interest in written words or numbers?
How did he/she show the interest?
Can you remember what might have encouraged the interest?
What do you have around the hose that might encourage a young child’s
interest in reading?
As you look back to the earlier years of your child, what would you say was
especially important in stimulating his/her early interest in reading?
In your family, or even outside the family, what did people do to help your
child learn to read? What kinds of help did they give him/her?
What materials did you use to help your child read?
Who seemed to teach your child the most about reading?
Does your child go to the library/bookstore now? What books is he/she
generally interested in?
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 159 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 148 Home Do any adults live here, other than the immediate parents? (If so, who?) Language(s) spoken in home: By whom? Physical description of home and neighborhood: Three to Five Year Old Child (Subject) Birthdate: Birthplace: At what age did your child begin to walk? At what age did your child begin to talk? Did (Does) your child go to preschool? Why did you send him/her to preschool? What did he/she learn at the preschool? Did your child know the alphabet before starting preschool? Was she/he able to read? Do you read to your child? How often does someone read to your child? Who reads more often to your child? What is your child generally interested in? What does your child like to do for fun? Does your child watch television? How often? What programs? What other activities do you do with your child? Is your child part of any extracurricular activities? How often? Early Reading and Writing Reading At what age did your child first show an interest in written words or numbers? How did he/she show the interest? Can you remember what might have encouraged the interest? What do you have around the hose that might encourage a young child’s interest in reading? As you look back to the earlier years of your child, what would you say was especially important in stimulating his/her early interest in reading? In your family, or even outside the family, what did people do to help your child learn to read? What kinds of help did they give him/her? What materials did you use to help your child read? Who seemed to teach your child the most about reading? Does your child go to the library/bookstore now? What books is he/she generally interested in? |
