First-Generation Korean Immigrant Parents’ Experience and Perception of Dual Language English Literacy Intervention for their Young Children in the United States

Abstract

ABSTRACT Considering the growing the number of Asian immigrants, research on dual language intervention for Asian students is needed. Leko (2014) suggested a qualitative approach to explore the viewpoints of the stakeholders related to social validity using interviews and focus groups. However, there has been no research that qualitatively examines the social validity of dual language literacy intervention for young Korean immigrant students. Thus, the current study examined the social validity of the dual language English literacy intervention using Read-it Again Pre-K for Korean preschoolers in the U.S. through a 1:1 semi-structured interview with 14 caregivers. The following two themes were identified from the interview: (a) social validity (goals, procedures, outcomes, curriculum) of intervention and (b) cultural and linguistic relevance of intervention. We report implications for practice and future research related to socially valid dual language intervention and family engagement.