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ERIC Number: EJ787764
Record Type: Journal
Publication Date: 2003
Pages: 5
Abstractor: ERIC
Reference Count: 11
ISSN: ISSN-0022-8958
Understanding Immigrated Korean Children's Educational Needs
Lee, Guang-Lea
Kappa Delta Pi Record, v39 n4 p168-172 Sum 2003
Korean children's school experiences as new immigrants to the United States are often emotionally turbulent because of environmental and psychological stresses that result when moving from one culture to another. With some basic knowledge and some suggested approaches, teachers can assist these children, whose numbers are increasing, to have a successful educational experience. This article presents 14 specific suggestions that teachers can use to help newly immigrated Korean children have a successful educational experience in the U.S. classroom: (1) Encourage Korean children to be bicultural; (2) Assure parents that using Korean language at home is not only okay, but important; (3) Avoid the assumption that all Korean children and their parents have language problems; (4) Learn about the Korean family through home visits; (5) Become familiar with Korean cultural practices; (6) Plan educational programs for Korean parents; (7) Be clear and firm about meeting times when arranging meetings with Korean parents; (8) Be understanding when Korean parents miss parent-teacher conferences; (9) Make it clear that a child's academic or psychosocial problems are not a source of shame; (10) Learn the personal, social, cultural, and psychological background of each Korean student and family; (11) Be aware of the Korean tradition of respect toward elders and teachers; (12) Encourage Korean parent volunteers to play a role as mentors for newly arrived children and their families; (13) Use written communication when relaying important information to Korean parents; and (14) During the first six months, send parents directions regarding what students need to do at home.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A