Korean Bilingual Children's Responses to Multicultural Children's Literature

• In Event: Roundtable Session 22
  In Roundtable Session: Trends in Second Language Reading Research

Abstract

A number of researchers advocate the benefits of including multicultural literature in the education of language minority students (e.g. Cai, 2002). The purpose of this paper was to investigate how two types of Korean students in the U.S.–Korean immigrant (students born in Korea) and Korean-American students (students born in the US)—responded to multicultural Korean children’s literature. The paper presents the textual connections that Korean immigrant and Korean-American children demonstrated in their oral responses to multicultural Korean literature. The findings also show the differences in how the students viewed a cultural topic in one of the books.

Authors

• Chaehyun Lee, University of Illinois at Urbana-Champaign

• Georgia E. Garcia, University of Illinois at Urbana-Champaign