Korean American cultural differences in classroom literacy activities: Observations from an ethnographic case study.

Heriberto Godina PhD, University of Texas at El Paso
Jeonghee Choi PhD, Arkansas State University - Main Campus

Abstract

This study explores teacher-student perceptions about cultural differences and their influence upon classroom literacy activities. An ethnographic case method focuses on a Korean American student. Secondary participants include a parent, teacher, and classmates in a white Midwestern community. The study accentuates the generalizable discourse that neglects the complexity inherent to intercultural relationships in a changing elementary classroom. Implications include how multicultural children’s literature deemed appropriate for minorities can be problematically situated for effective instruction.