東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Korean American Students' Language a...

Han, Mihye.

Linked to FindBook

Google Book

Amazon

博客來

Korean American Students' Language and Literacy Practices at a Korean Language School.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Korean American Students' Language and Literacy Practices at a Korean Language School./
Author:	Han, Mihye.
Description:	250 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.
Contained By:	Dissertation Abstracts International76-02A(E).
Subject:	Bilingual education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3641126
ISBN:	9781321270938

Korean American Students' Language and Literacy Practices at a Korean Language School.
Han, Mihye.

Korean American Students' Language and Literacy Practices at a Korean Language School. - 250 p.

Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.

Thesis (Ph.D.)--The University of New Mexico, 2014.

This study explores how Korean American young adolescent students engage in and construct meaning in Korean and English language and literacy practices at a Korean Language School (KLS) in the United States. From a sociocultural perspective, it focuses on the KLS, a social context where the students are exposed to and engage in Korean language and literacy practices. This study investigates what kinds of language and literacy practices in Korean and/or English are embedded at the KLS in the particular Korean community in which this study was conducted, how the Korean American students respond to those language and literacy practices through their attitudes, and what social and home factors influence their attitudes toward those practices, toward people they interact with, and toward the social setting of the KLS. Findings show that while the students were participating in the Korean lessons, utilizing code-switching at the KLS, their construction of meaning varied and their meaning making was related to their complex identity construction, which might have been influenced by their parents' parenting at home and their Korean ethnic heritage. Not every student constructed meaning in the same way, therefore they revealed different attitudes toward learning Korean language and literacy. They were surrounded by the Korean academic learning social context, but their degree of engagement with meaning construction in Korean and English were different. These young adolescent learners, displaying their own agency, made a decision to be part of the surrounding social context of the KLS, or not. Their decisions were possibly made based on adolescent social and ethnic identity construction, self-esteem, young adolescent development stage, and parents' language ideologies.

ISBN: 9781321270938Subjects--Topical Terms:

2122778
Bilingual education.

Korean American Students' Language and Literacy Practices at a Korean Language School.
LDR:02696nmm a2200289 4500 001 2068977
005 20160507120449.5
008 170521s2014 ||||||||||||||||| ||eng d
020 $a 9781321270938
035 $a (MiAaPQ)AAI3641126
035 $a AAI3641126
040 $a MiAaPQ $c MiAaPQ
100 1 $a Han, Mihye. $3 3183957
245 1 0 $a Korean American Students' Language and Literacy Practices at a Korean Language School.
300 $a 250 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.
500 $a Adviser: Lois M. Meyer.
502 $a Thesis (Ph.D.)--The University of New Mexico, 2014.
520 $a This study explores how Korean American young adolescent students engage in and construct meaning in Korean and English language and literacy practices at a Korean Language School (KLS) in the United States. From a sociocultural perspective, it focuses on the KLS, a social context where the students are exposed to and engage in Korean language and literacy practices. This study investigates what kinds of language and literacy practices in Korean and/or English are embedded at the KLS in the particular Korean community in which this study was conducted, how the Korean American students respond to those language and literacy practices through their attitudes, and what social and home factors influence their attitudes toward those practices, toward people they interact with, and toward the social setting of the KLS. Findings show that while the students were participating in the Korean lessons, utilizing code-switching at the KLS, their construction of meaning varied and their meaning making was related to their complex identity construction, which might have been influenced by their parents' parenting at home and their Korean ethnic heritage. Not every student constructed meaning in the same way, therefore they revealed different attitudes toward learning Korean language and literacy. They were surrounded by the Korean academic learning social context, but their degree of engagement with meaning construction in Korean and English were different. These young adolescent learners, displaying their own agency, made a decision to be part of the surrounding social context of the KLS, or not. Their decisions were possibly made based on adolescent social and ethnic identity construction, self-esteem, young adolescent development stage, and parents' language ideologies.
590 $a School code: 0142.
650 4 $a Bilingual education. $3 2122778
650 4 $a Linguistics. $3 524476
650 4 $a Asian American studies. $3 2122841
690 $a 0282
690 $a 0290
690 $a 0343
710 2 $a The University of New Mexico. $b Language, Literacy and Sociocultural Studies. $3 1673404
773 0 $t Dissertation Abstracts International $g 76-02A(E).
790 $a 0142
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3641126