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Immigrant Students' Out-Of-School Literacy

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Immigrant Students' Out-Of-School Literacy IMMIGRANT STUDENTS’ OUT-OF-SCHOOL LITERACY PRACTICES: A QUALITATIVE STUDY OF KOREAN STUDENTS’ EXPERIENCES DISSERTATION Presented in Partial Fulfillment of the Requirements For the Degree of Doctor of Philosophy in the Graduate School of The Ohio State University By Youngjoo Yi, M.TESL. * * * * * The Ohio State University 2005 Dissertation Committee: Approved by: Professor Alan Hirvela, Adviser Professor George Newell _____________________________ Professor Chan Park Adviser College of Education Copyright by Youngjoo Yi 2005 All rights reserved ABSTRACT Academic literacy has attracted the interest of many researchers: The emphasis on academic literacy, while understandable, has led second language (L2) literacy researchers and teachers to overlook other types of literacy practices that L2 students engage in beyond the classroom. Given the potential significance of out-of-school literacy, this study examines the nature of the out-of-school literacy practices of adolescent immigrant students, also known as 1.5 generation students. Within a social view of literacy, I conducted ethnographic multiple case studies of five Korean high school students in a midwestern city in the United States. Over a six-month period, I collected multiple sources of data including interviews, out-of-school literacy activity checklists, observations, fieldnotes, formal/informal conversations (online, offline), writing samples, and reading materials. I also served as a tutor for them so as to provide reciprocity. I employed inductive analysis of the data by focusing on participants’ engagement with literacy activities in terms of (1) amount, frequency, and purposes of their literacy engagement, (2) uses/choice of language (Korean, English), (3) uses/choice of literacy medium (print, computer), (4) role of online literacy practice, and (5) possible relationships between academic and out-of-school literacy practices. Findings revealed that when the participants were out of school, they constructed their own ecology of literacy by making unique investments in a variety of literacy ii activities for diverse purposes in different languages (Korean, English) across different literacy contexts (print, online). One of the major findings is that the participants engaged extensively in online literacy activities. Through online literacy practices, they sought for and/or created their own shelter as well as ways of expressing themselves, at the same time forming a sense of solidarity with other students who shared a similar situation. Given the changing nature of literacy in online (interactive online and public reading and writing, blurred reading/writing), we may need to reconceptualize the notion of out-of- school literacy so that it can portray the nature of daily literacy activities Generation 1.5 students engage. This research has expanded the continuum of literacy research by highlighting an important but unexamined area, out-of-school literacy, and by emphasizing an unexplored population, Generation 1.5 students. iii 부모님께 바칩니다. I dedicate my dissertation to my parents, 이 상 언, 이 길 선. iv ACKNOWLEDGMENTS There are numerous people who helped me become who I am. Even though I am not able to name every person to whom I owe much, I will try to take full advantage of this space to express my greatest gratitude to those who have accompanied me at significant and interesting moments in my academic journey. As one of my research participants, June (pseudonym) once told me, “Words cannot express everything. They are not perfect, ” my acknowledgements here may not be able to completely and accurately describe my sincere and deep appreciation, respect, gratitude, and love toward people. However, I am writing in a hope that they can feel how much I appreciate what they have done for, to, and with me. I owe much to those who made this dissertation research possible. First, I am most indebted and extremely grateful for the time, interest, attention, and encouragement of the members of my dissertation committee, Dr. Hirvela, Dr. Newell, and Dr. Park. Every one of them has contributed in unique ways to finishing this research and generating new knowledge of out-of-school literacy practices. My academic advisor Dr. Alan Hirvela (余亞倫) can be considered my academic father. He helped shape and construct who I am while being involved with every step of my doctoral study. During the first several years in my doctoral study, especially when I was thinking about transferring to another school in my first quarter and when I considered pursuing Korean pedagogy in my second year, he was always a good listener and great supporter. Even after the general examination, he was willing to take me as his advisee so that I could pursue second language literacy. Dr. Hirvela, I owe the greatest to you, especially when developing and conducting my dissertation research. Literally, you were available whenever I needed you. At one point, I coined a term, “24/7 open-door policy” to describe you as an available, approachable, and accessible advisor. Your door was always open from 8:00 a.m.-6:00 p.m. Monday to Friday. Even when I showed up in your office around 8:30 in the morning without any advanced notice or appointment, you still welcomed me and provided thoughtful advice. Our long and constant conversations in your office and at Brenen’s during my dissertation research contributed to the construction of every piece of the study: providing insightful comments, making suggestions, and reading my dissertation. Overall, you provided a wonderful balance of freedom and guidance. You definitely knew when and how to encourage and press me to do more thinking and v writing. Your assistant, support, and involvement made me become a whole person in and outside of academia. Dr. Newell and Dr. Park, my dissertation committee members, generously shared their wisdom and provided encouragement all along the way. For the first three years of my doctoral study, Dr. Park (박찬응 교수님) was my supervisor when I taught Korean at Ohio State. While working with her, I started learning how to become humble in academia. Further, during my dissertation research, she, as my dissertation committee, provided critical insights on Korean Americans and their multiple languages and literacies learning. Even at my oral defense in June 10, 2005, she shared her knowledge and expertise in the issues of Korean American community and energized our scholarly discussion. 박교수님, 늘 부족한 저를 칭찬해 주시고, 따뜻하게 감싸 주시고, 그러나 때론 따끔한 충고로 저를 바른 길로 인도 해 주신데 대해서 진심으로 감사드립니다. I was fortune to learn from Dr. Newell since the autumn quarter in 2002. I was able to further my interest in and knowledge about issues of literacy and identity through in- depth discussion with him and guidance from him. Dr. Newell, I am especially grateful for you helping me see myself as a scholar. I vividly remember our several marathon conversations, especially when I had full of doubt about myself as a researcher. At the very first time talking with you regarding my future work, you told me that you could see that I had “research inclination” and could “fit into academia”. Your comment meant the world to me. Your consistent support allowed me to find what I truly wanted to do. In addition, your intellectual challenge, especially questions before and during my oral defense, greatly taught me how to stretch myself intellectually and see the issues from local and global perspectives. All the questions you raised are still lingering in my mind. There are numerous professors whose roles were important in my academic journey. I cannot list all their names, but I should express very special thank-you to at least two professors beyond my dissertation committee: Dr. Christian J. Faltis at Arizona State and Dr. Paul Kei Matsuda at University of New Hampshire. Chris, I truly and deeply appreciate your academic support and guidance as well as personal friendship since my graduate work at Arizona State in 1996. I will never forget what you told me in a cab in Montreal for the 2005 AERA conference: “I believe in you, Youngjoo.” You have been my mentor for the past ten years and will be forever. I also believe that it is good Karma that I will start my assistant professorship in ESL/Bilingual education in secondary education in the University of Alabama exactly where you started yours twenty years ago. vi Paul, I also thank you so much for everything. I still don’t know where all my courage came from when I first spoke to you after your presentation at Ohio TESOL conference in 2000. You were always willing to answer all my questions and very considerate to invite me to the dinner with several professors in town so as for me to practice campus visits. It really worked!!!. I put your news article, “My credo as an NNES professional” in front of my desk throughout my doctoral study and believe that it’s time I should respond to your article. ありがとうございます. Were it not for five Korean high school students, this dissertation research would not have been possible. Many thanks go to each of them in the order of introducing them in the case studies chapter. (1) Soohee (네 진짜 같은 가짜 이름이다ㅋㅋㅋ.) 소희야, 고맙다+>_<+. Thank you so much =ㅅ= for sharing very personal and private stories of your life with a total stranger, Youngjoo ^^. 특히, 소희 부모님께도 감사 드립니다. 소희 어머님, 막 새 아파트로 첨으로 이사가서 집 정리가 안 된 그런 날에도 김치에 김에 밥 챙겨 주시던 날, 눈물을 감출 수가 없었습니다. 늘 진심으로 따뜻하게 가족처럼 대해주신 어머님. 제가 논문 데이타를 거두면서 힘들어 하던 날에 큰 힘이 되신거 모르실 겁니다. 1 년간 소식이 없다가도 불쑥 다시 나타나 집을 방문한 그 날마져도 웃으시면서 맞이 해 주신데 대해서 진심으로 감사 드립니다. (2) June (네 가짜 이름, 맘에 안 들어도 할수 없다-0-;;;) Thanx, 너구리-0-!!!!!!!!!!!!!!!!!!!!!!!!!! You are definitely somebody in my study!!!.
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