Bridging Home and School: U. S. Teachers’Perspectives of Korean Parentsand ESL Education
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This study is designed to explore the United States teachers’ perspectives on the parents of Korean students. Five first grade teachers who worked at three public elementary schools were interviewed by open-ended and semi-structured questionnaires. The interview data were tape- recorded and later transcribed verbatim. Throughout the data analysis process four major themes emerged in terms of the teachers’ perspectives of: (1) Korean parents, (2) their roles as a teacher of Korean ESL students, (3) the relationship between teachers and Korean parents, and (4) ESL education. The findings revealed that the teachers had positive and favorable perceptions on their Korean parents and wanted to know and meet the parents' expectation on them. Second, the teachers perceived their role as a provider of scaffolded lessons and multicultural environments for Korean students. Next, they were aware of the gaps in communication and culture with the Korean parents. Finally, they perceived the need of teacher training opportunities for better understanding of their ESL students and families. The findings provide important information and suggestions for Korean parents who educate their children in the U. S. In addition, implications are made for Korean teachers who have multicultural family students in their classrooms.
Abstract
This study is designed to explore the United States teachers’ perspectives on the parents of Korean students. Five first grade teachers who worked at three public elementary schools were interviewed by open-ended and semi-structured questionnaires. The interview data were tape- recorded and later transcribed verbatim. Throughout the data analysis process four major themes emerged in terms of the teachers’ perspectives of: (1) Korean parents, (2) their roles as a teacher of Korean ESL students, (3) the relationship between teachers and Korean parents, and (4) ESL education. The findings revealed that the teachers had positive and favorable perceptions on their Korean parents and wanted to know and meet the parents' expectation on them. Second, the teachers perceived their role as a provider of scaffolded lessons and multicultural environments for Korean students. Next, they were aware of the gaps in communication and culture with the Korean parents. Finally, they perceived the need of teacher training opportunities for better understanding of their ESL students and families. The findings provide important information and suggestions for Korean parents who educate their children in the U. S. In addition, implications are made for Korean teachers who have multicultural family students in their classrooms.
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