Examining Social Validity and Cultural Relevance of Dual-Language Literacy Instruction for Korean Immigrant Preschoolers

• In Event: Partnering With Immigrant Families and Communities

Abstract

With a growing number of Asian immigrant children in the U.S., more research is needed on how dual language literacy instruction is implemented for this population. The current study explored the social validity and cultural relevance of 1:1, virtual, and dual language implementation of an early literacy curriculum, Read-it Again Pre-K, through a semi-structured interview with 14 caregivers of Korean preschoolers using the Gresham and Lopez (1996)’s framework of social validity: goals, procedure, and effect. Caregivers reported improvements in both children’s and caregivers’ comfortability in engaging in partnership with teachers and peers as well as the knowledge and resources to facilitate meaningful home-based practices. The findings show benefits of family-practitioner partnership for all stakeholders including children, families, and educators.

Authors

• Veronica Kang, University of Maryland
  Presenting Author

• Sunyoung Kim, University of Illinois at Chicago
  Presenting Author

• Hanae Kim, University of Illinois at Chicago
  Presenting Author