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Abstract
The purpose of this study was to describe the literacy practices of four Korean bilingual students in their home, church, and school. The study was shaped by a two-pronged interest in exploring the sociocultural aspects of biliteracy and inquiring into whether Cumminss theories of linguistic interdependence and threshold apply to Korean bilinguals. Findings suggested that there is some evidence of interdependence for phonemic awareness. In terms of the sociocultural aspects of biliteracy, the data showed that the students literacy practices were increasingly shifting toward English. It was found that this shifting is facilitated by the view that English is the dominant world language and is valued in Korean communities. Such shifting is also facilitated by the students and their families favorable outlook on acquiring English literacy. Peer groups were determined to be an important factor in moving students toward English literacy and in helping students acquire school Discourses. It was also determined that Korean bilingual students who initially appeared to have mastered the school Discourses actually had difficulties understanding the texts they were required to learn.