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| LEADER |
00000cam a2200000Ka 4500 |
| 001 |
in00002761237 |
| 005 |
20150922123237.0 |
| 006 |
m f d |
| 007 |
cr unu|||||||| |
| 008 |
121010s2012 txu obm 000 0 eng d |
| 035 |
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|a (OCoLC)ocn812460737
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| 035 |
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|a (OCoLC)812460737
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| 035 |
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|a (TxCM)http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-11165
|
| 040 |
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|a TXA
|c TXA
|d UtOrBLW
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| 049 |
|
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|a TXAM
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| 099 |
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|a 2012
|a Dissertation
|a 1969.1/ETD-TAMU-2012-05-11165
|
| 100 |
1 |
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|a Shin, Jee-Young.
|
| 245 |
1 |
2 |
|a A qualitative study of Intergenerational Literacy Connection (ILC) practices among Korean ELL families and teachers /
|c by Jee Young Shin.
|
| 246 |
3 |
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|a Qualitative study of Intergenerational Literacy Connection (ILC) practices among Korean English Language Learners
|
| 264 |
|
1 |
|a [College Station, Tex.] :
|b [Texas A&M University],
|c [2012]
|
| 300 |
|
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|a 1 online resource.
|
| 336 |
|
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|a text
|b txt
|2 rdacontent
|
| 337 |
|
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|a computer
|b c
|2 rdamedia
|
| 338 |
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|a online resource
|b cr
|2 rdacarrier
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| 500 |
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|a "Major Subject: Curriculum and Instruction"
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| 588 |
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|a Description from author supplied metadata (automated record created 2012-07-26 09:09:03).
|
| 502 |
|
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|b Doctor of Philosophy
|c Texas A&M University
|d 2012
|o http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-11165
|
| 504 |
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|a Includes bibliographical references.
|
| 516 |
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|a Text (Dissertation)
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| 520 |
3 |
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|a The purpose of this research was to examine the ways in which Korean families of English Language Learners (ELLs) and teachers supported literacy in young children, as well as the kinds of interactions between families and teachers that supported ELL children's literacy development. The sample for this study consisted of four Korean ELL students attending public early childhood programs in Texas, their teachers and families. A constructivist grounded theory-based approach to data generation was employed, utilizing a wide variety of data collection methods such as questionnaires, interviews, observations, photography, field notes, and video recording. Grounded analysis, content analysis, and narrative analysis were then used in order to analyze the data. The case analysis showed that the parents and teachers did their best using their own resources within their own contexts. However, their educational goals and practices were not noticed or shared by each other. The families' and teacher's challenges and limited resources resulted in the creation of invisible expectations of the other parties. However, by watching video clips about literacy practices and reading handouts about each person's literacy values, goals, experiences, and photo projects, the families and teachers recognized each other's literacy resources, negotiated different expectations, and mediated communication channels to facilitate ELL children's literacy development. In the cross-case analysis, one major theme emerged: the search for understanding two different social and cultural contexts to find an overlapping resource to support ELL children's literacy learning. In detail, the more sophisticated emergent description of literacy support of the Korean family participants was provided through the lenses of the sociocultural approach, bidirectionality, and intergenerational trajectories. With regard to the construction of literacy by the teacher participants, I found that behind their support is their own perception of a bilingual child: monolingual viewpoint vs. bilingual viewpoint. Furthermore, the teachers' bilingualism was related to parental involvement in the school curriculum. The analysis then found an overlapping resource to use to enhance ELL students' learning: the practice of classroom book reading. Finally, recommendations for future applications of the Intergenerational Literacy Connection (ILC) model and some future directions for research are also discussed.
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| 500 |
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|a Electronic resource.
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| 650 |
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4 |
|a Major Curriculum and Instruction.
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| 653 |
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|a Korean
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| 653 |
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|a Bilingual Education
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| 653 |
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|a ELL
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| 653 |
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|a Early Literacy
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| 653 |
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|a Early Childhood Program
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| 653 |
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|a ESL
|
| 700 |
1 |
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|a Dixon, L. Quentin,
|e thesis advisor.
|
| 700 |
1 |
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|a Viruru, Radhika,
|e thesis advisor.
|
| 856 |
4 |
0 |
|u http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-11165
|z Link to OAK Trust copy
|t 0
|
| 948 |
|
|
|a cataloged
|b h
|c 2012/10/10
|d o
|e jstorlie
|f 11:47:34 am
|
| 994 |
|
|
|a C0
|b TXA
|
| 999 |
|
|
|a MARS
|
| 999 |
f |
f |
|s 927b3577-5cbc-3228-9fcb-a4b4679981c8
|i ed4ebcb2-cd74-3086-8e83-07628471cc14
|t 0
|
| 952 |
f |
f |
|a Texas A&M University
|b College Station
|c Electronic Resources
|d Available Online
|t 0
|e 2012 Dissertation 1969.1/ETD-TAMU-2012-05-11165
|h Other scheme
|
| 998 |
f |
f |
|a 2012 Dissertation 1969.1/ETD-TAMU-2012-05-11165
|t 0
|l Available Online
|