Differential Reading Ability Development of Two Korean ESL Children: Obstacles and Opportunities
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Abstract
Differential Reading Ability Development of Two Korean ESL Children: Obstacles and OpportunitiesChoi, Sung-MookVia four month long classroom observations and extensive interviews with two American classrooms teachers and two Korean 4th graders, the present study portrayed factors that may contribute to two Korean ESL learners’ reading development. Major findings include that (a) reading instructions of the American teachers were not tailored to meet the needs of the Korean students, and that (b) the dominant Discourse (Gee, 1990) interfered with the Korean ESL children’s interactions and co-construction of meanings, (c) reading instructions for the Korean children tended to focus on low level reading skills at the expense of meaning construction, and that (d) parental involvement may be an alternative for rich interaction and co-construction of meaning. Practical implications are drawn for parents and mainstream classroom teachers of Korean ESL children.
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