This study examined whether elementary and secondary pre-service teachers' previous enrollment in a literacy across the disciplines (LAD) course and program enrollment (elementary and secondary) influence their beliefs about, and pedagogical knowledge of, LAD. Data from 225 undergraduate students registered in a teaching education program were analyzed using both univariate and multivariate analytic methods. Results indicated that prospective teachers who are currently taking the LAD course or have taken it previously not only harbor more positive beliefs about LAD instruction but also are more knowledgeable in LAD than those who did not take the course. We suggest future inquiry investigating how to develop more effective and authentic formats of LAD courses in teacher education programs.

The purpose of this study is to identify the factors that affect middle school students' Korean language achievement and the relationship between them. In order to achieve the purpose of this study, the three-year data of the Busan Education Longitudinal Study were analyzed by applying the change process of teaching-learning activities and the latent growth modeling.
As a result of the study, it was confirmed that the Korean language academic achievement of middle school students in Busan is continuously increasing. In addition, the awareness for teachers was declining, and the correlation between teaching-learning activity factors and Korean language academic achievement was low, but the correlation between teacher-related factors was high. It was reported that the correlation of affective factors was higher than that of cognitive factors. As a result of analyzing by applying the latent growth modeling, it was found that reading activity, efficacy, interest, and attitude in the 1st year had a significant effect on the initial value of the multiple-choice score in Korean. As the influence on the change value showed a negative relationship, it was confirmed that the duration of the influence of the affective factor was not long.
Policy recommendations based on the research results are as follows. Provision of educational interventions that can stimulate learners' affective factors, expansion of teacher re-education opportunities to raise learners' awareness for teachers and immersion in reading to increase the influence of reading activities It is necessary to create the conditions for writing, develop a writing program, and conduct qualitative research in parallel with quantitative research.

The main purpose of this study is to analyze the Japanese learners' pronunciation of Korean syllable final nasal based on the phonological process of alternation, deletion and insertion. The characteristic aspect of Japanese learners' pronunciation generally occurs in the confusion between the group of Korean syllable final nasals. It can be represented as a phonological process of alternation which is caused by the place assimilation. In some cases, on the other hand, the deletion and insertion that are closely related occur pronunciation of Korean syllable final nasals. Some Japanese learners tend to delete the Korean velar nasal in syllable final position due to the non-applying syllable structure constraint of Korean prohibits the distribution of syllable initial /ŋ/. In similar cases, Japanese learners tend to insert the Korean velar obstruent in syllable final position due to the place assimilation and the reduplication with following syllable initial consonant. These phenomena show the character of Japanese syllable final /N/ which is called archiphoneme.

This study analyzes the instantiation aspect of the experiential metafunction of students' writings in order to understand students' language and its implications for language development. The framework for understanding is transitivity profiling, a quantitative method examining the frequency of occurrence of transitivity choices made in students' writing. Evidently, in each expository, opinion, and emotional writing, we find significant differences in the frequency of process types and participant patterns used by elementary, middle, and high school students. Based on these result, we suggest that (1) students' language developmental aspect is different depending on the genre, (2) a significant difference in patterns of participants by school level is concentrated in a combination of core participants, and, (3) as the school level increases, the ellipsis of core participants increases significantly.

To illustrate the roles, values, and epistemologies of qualitative inquiry, this study discusses the features and pursuits of qualitative research using the case studies of the lessons in writing conducted by two language arts teachers in English language arts classrooms. Using an ethnographic view, the study conducted an analysis of classroom observations and interviews to explore the scaffolding of experienced language arts teachers on lessons for teaching argumentative writing. Drawing on the perspectives of Lave and Wenger, lessons for language arts classrooms represent a telling case for demonstrating the manner in which qualitative inquiry supports further understanding of the complexity of literacy education.

This study proposed Internet reciprocal teaching as an effective teaching and learning method for Internet reading strategy, and explored the possibility of applying it to Korean language class.
First, this study explored the concept of reciprocal teaching and Internet reciprocal teaching by reviewing previous studies. And based on the results, a program of Internet reciprocal teaching for Internet reading comprehension strategies was devised for upper elementary school students by reflecting the goals and achievement standards of the 2015 revised Korean language curriculum and the draft of the 2022 revised Korean language curriculum.
The Internet reciprocal teaching method proposed in this study was largely composed of four stages: strategy acquisition, teacher demonstration, teacher support, and teacher support discontinuation. Based on the results, educational implications and follow-up studies were suggested.

This study analyzed the existing research results using a systematic review to outline the research topography of the field of literacy education on algorithmic literacy. Although a related studies are not sufficiently accumulated, a systematic review was conducted to derive meaningful implications for algorithmic literacy education by examining existing literature based on a more valid methodology. Accordingly, the finally extracted 35 studies were analyzed focusing on the publication and definition trends, research topics and keywords, research methods and subjects, and educational plans (contents and teaching methods). Based on the above analysis results, implications for the direction and point of research on algorithmic literacy in future literacy education were suggested.

In this study, questions included in the 'sentence' unit of five types of Language and Media were divided and analyzed by type using the QCSS presented by P. E. Blosser. The analysis confirmed that the ratio of closed questions was higher than that of open questions, that most of the closed questions were included in the convergent thinking question, and that most of the open questions were included in the divergent thinking question.
The analysis of the questions in the textbook classified by type had the following implications: First, among the questions included in the convergent thinking question, some needed to be modified or positioned. Second, some questions in the form of divergent thinking questions need to be reconstructed to stimulate learners' wide thinking. Third, it is necessary to include more evaluative thinking questions in textbooks.

The purpose of this case study was to explore the tensions and conflicts from different language ideologies of a transnational student, a Korean student living in the USA. The data were mainly collected from online communications on the focal student's Facebook page, the participant observation of his online communications, and informal and retrospective interviews with him over 8 months. Drawing on micro-ethnographic discourse analysis, this paper mainly deals with two representative cases that show how Korean language ideology affected my focal student's communications with Koreans and Americans, especially his tensions and conflicts with Americans in relation to age-based hierarchical language ideology. This research has meaningful contributions in not only showing actual cases of how age-based hierarchical language ideology consciously or unconsciously affected a transnational student's behaviors, feelings, and identity positioning, but also in displaying how Bourdieu's two concepts of field and habitus could be rich analytical tools to explore different language ideologies.