Reading as a Social Act: Preschool Korean Children’s Responses to Literature

• In Event: Roundtable Session 2
  In Roundtable Session: Literacy and Learning in Local Contexts

Abstract

As linguistic diversity in the US classrooms increases, many researchers have paid attention to the significance of social environments for bilingual children’s literacy skills in various contexts. However, few studies provided engrossing narratives of how social contexts help to shape bilingual children’s responses to literature, especially with the case of Korean bilingual children.
In order to fill this gap, this study examines how young, Korean, bilingual children respond to literature, and how their responses change as they are socially interacting with peers and a teacher. The goal of this study is how bilingual children’s responses are shaped within their social and cultural contexts by capturing the complexity of their meaning making process within two cultural surroundings.

Authors

• So Jung Kim, University of Texas at El Paso

• Yun-Sun Shin, University of Illinois at Urbana-Champaign