Voices of culturally and linguistically diverse parents: a story of Korean parents of preschoolers.(Report)

ABSTRACT

The purpose of this study was to examine the story of Korean immigrant parents with preschool-age children regarding their preschool involvement and maintaining their cultural heritage. Data collection consisted of a questionnaire with forced-choice items and open-ended comments. These data were analysed using descriptive and content analysis. The results suggested that a consensus of the parents believed that early childhood education would nurture the children, help them develop English and socialization skills, and essentially provide them with the tools needed to prepare them for successful admission to kindergarten. Many parents, however, had concerns that the children would not retain the Korean language and culture which might eventually prevent the parents from being able to communicate with their children.

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A culturally and linguistically diverse (CLD) student population has been increasing in American schools. More than 5 million students with limited English proficiency enrolled in schools throughout the nation in the 2003-2004 school year and the number has increased 65% since 1993-1994 (Lerner and Kline 2005).

Increases in the number of CLD students in U.S. schools have been placing greater demands on teacher preparation. Few teachers are prepared to provide instruction specifically designed to meet the linguistic, cognitive, academic, and emotional development needs of these students (AACTE 2002).

By learning about CLD parents' perception and experience, teachers can meet the challenges of diversity. When educators become familiar with other cultures, they can adapt the curriculum and their instructional and management strategies to accommodate the learning preferences and needs of their students (Mercer and Mercer 2001).

ACADEMIC SUCCESS IN KOREA