NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ935158
Record Type: Journal
Publication Date: 2011-Sep
Pages: 15
Abstractor: As Provided
Reference Count: 39
ISSN: ISSN-1598-1037
Toward Activity-Centered Literacy: Teaching and Learning Korean Literacy in a Multilingual Montreal Context
Kim, Mi Song
Asia Pacific Education Review, v12 n3 p447-461 Sep 2011
Based on a three-year ethnographic study, in such nested contexts involving six Korean-immigrant families, one regular French classroom, one private English institute, and one Korean church in Montreal, Canada, this study explores how the literacy practices and strategies of culturally and linguistically diverse (CLD) learners were influenced and shaped by the literacy objects and practices of their social environments. By implementing a qualitative research methodology, interviews, surveys, observations, and conversations with Korean-Canadian parents and teachers plus the author's own teaching experiences at a Korean school were used. Using activity theory, this qualitative study identifies two distinct orientations to literacy teaching and learning in the lower primary grades depending literacy objects such as from written language-centered literacy to student-centered literacy. On the basis of this study, the author proposes an activity-centered approach to literacy emphasizing the development of the creativity of teachers and higher mental functions (i.e., concept formation) in young CLD children through the development of interactive and collaborative learning environments, so-called literacy-based and concept-oriented playful activities.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada