Korean Immigrant Parents' Involvement in Children's Biliteracy Development in the U.S. Context

Abstract

Drawing on the experiences of Korean immigrant families in the United States, this chapter highlights the importance of parental involvement in the bilingual literacy development of young English language learners. Findings of two projects on Korean parents' engagement in Korean and English language development at home are presented. These findings yield several insights into Korean immigrant parents' perspectives of and experiences in supporting their children's biliteracy development. This chapter suggests not only the importance of parental role but also the teachers' role in bilingual literacy development among young children. Suggestions for educators to support immigrant families to enhance their children's biliteracy learning are provided.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 4 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.