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ERIC Number: ED546514
Record Type: Non-Journal
Publication Date: 2012
Pages: 250
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2676-7994-9
"I Am One-of-a-Kind": Unveiling the Silence of Korean American Elementary Students' Negotiations of Culture, Language, and Literacy
Ra, Esther H.
ProQuest LLC, Ed.D. Dissertation, University of Pennsylvania
In this study, the author explores the roles of family, culture, language as these shape both the articulated identities of Korean American elementary students, and their literacy practices at school. Using data from an academic year of ethnographic study at a public elementary school, located outside a northeastern metropolitan city, the author analyzes the relationships and complexities of children's cultural identity and literacy practice. The purpose of this qualitative study, largely drawn from the voices of students, is to better understand Korean American elementary children's identities in relation to their school and out-of-school literacies. In particular, the study is concerned with the ways Korean American elementary students have a sense of "identity" and how they choose to enact their identities through literacy practices during their school days. The sources of data include transcripts of students' responses to semi-structured interviews throughout the school year, as well as observational data in multiple contexts at school. Using these data sources and tenets of oral history, the author seeks to inscribe in academic literature voices of Korean American children. Primarily, the study seeks to address central questions of how Korean American children engage in literacy practices in school, which may affect cultural identity, and how and how they enact these identities outside of school. Findings in this study offer insight into how Korean American students engage in literacy practices through family and cultural influences and the negotiations students face while using language, both in and outside of school. Finally, findings also explore how literacy practices in and outside the classroom help shape social bicultural identities and individual literate identities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A