Korean parental thoughts and practices about their children’s language development Public Deposited

Downloadable Content

Download PDF
Last Modified
  • March 21, 2019
  • Han, Heekyung
    • Affiliation: School of Education
  • This study examined parental thoughts about and practices related to their children’s language development in Korean-American communities, specifically Korean language schools and a Korean church. Forty-three Korean immigrant parents with a U.S.-born child aged 3 to 7 participated in a survey. The respondents were divided into two groups by their children’s dominant language spoken at home: parents with a Korean-dominant child and parents with an English-dominant child. Results showed that the two groups of parents have significantly different thoughts about their children’s English-language development. In terms of parents’ reported practices, there were significant differences between the two groups of parents concerning their children’s Korean- and English-language development. In addition, the parents with a Korean-dominant child were more inclined to value and support their mother tongue’s development and showed a positive relationship between their thoughts and reported practices. Limitations of the study and implications for parents are discussed.
Date of publication
Resource type
Rights statement
  • In Copyright
  • Day, Barbara
Degree granting institution
  • University of North Carolina at Chapel Hill
  • Open access

This work has no parents.