This study aims to examine how current educational content should be transformed to enable readers to demonstrate their capabilities as practical knowledge. To this end, we examined our reading education in contrast to the Common Core State Standards (CCSS) in the United States. The results showed that reading curriculum is biased toward the reading function, and it is necessary to revise the educational content that was seemingly selected without evidence and focus on key functions. Furthermore, when selecting functions, it is necessary to enhance the system and affiliation between categories, as well as to increase the specificity, practicality and consistency of functional statements, by presenting them as principles of iterative deepening when arranging them. Accordingly, we proposed a content system table centered on “function” and “genre, text, attitude, and context” as categories of different layers. And decoding, reading fluency, changes of high school 'reading' subjects are required to enhance practicality of reading education, This is expected to increase the practicality of reading education as practical knowledge.

This study analyzed the experiences of autobiography production for the elderly, focusing on the voice of the autobiography writer. Specifically, by interviewing four writers belonging to a social enterprise specializing in autobiography production, the difficulties experienced during the interview and writing stages of autobiography production were identified, and the value of the autobiography production process according to the writer were explored. At the interview stage, the writer explores and shares the information necessary for autobiography production with the author through questions and answers. The writer faces the author's “short words” and “long words” in the interview, which hinders obtaining sufficient information for autobiography. Further, in this process, the writer confirms the value of the healing and self-understanding of the interview. Conversely, at the writing stage, the writer produces an autobiography based on the author's life, which was grasped through interviews. In writing, it is difficult for writers to represent the author's “truth” as the author's “voice”. The writer attempts to reproduce the author's voice by “writing dryly, avoiding lies” or “recording all the words faithfully”. In this process, the writer confirms the value of recognition and communication in writing. Finally, this study suggests four implications for the status of the autobiographic genre, identity of the autobiography writer, procedural knowledge for autobiography production, and application of autobiography production.

Most educational researchers focus on transdisciplinary convergence education, an alternative to subject divisonalism or interdisciplinary education, in which all students solve problems independently.
To realize the importance of this transdisciplinary convergence education, a brand new paradigm, which is present in moments of teaching and learning, should be designed considering essential learning features.
Such trials can be made possible only in Korean language education. In other words, the paradigm should cover the elevation of the role of language in learning and increase learning potential in other subject domains with linguistic repertoires. Finally, these paradigm must be established by creating a new contents system in the Korean Language Education field.
This new paradigm should set up the educational goal and contents in respect of linguistic and language development perspectives. The educational goal is to establish academic literacy as linguistically defined.
The educational content provides metalanguages according to each students' grade or school level, and students can use these when identifying problems.
While abstract language enables elementary students to jump into the theoretical world, metaphoric language makes secondary students meet the technical world.
'A new paradigm' plays a key role in Korean Language Education. Furthermore, a new paradigm is essential in general educational theory for pre-service teachers in all subjects. The content of the new paradigm will thus create essential teaching and learning tools to help students and teachers freely inquire and navigate the rigorous contents-based world.

This study aimed to analyze the educational effectiveness of the “empathy circulation dialog education model,” developed to enhance empathetic dialog capabilities. It is based on empathetic listening, non-violent dialog, and dialogic listening in terms of content related to the detailed functions that learners will perform in individual procedures. This study conducted a survey of students to determine the educational effectiveness of the model. According to the survey, participants effectively expressed their needs, empathized with the other person's situation, and resolved conflicts in a sound manner using nonviolent dialog, empathic listening, and dialogic listening. This study is meaningful in that it conducted a level of class design that could be implemented in actual educational institutions and verified its effectiveness. However, it is limited in that there has been a change in the place of experiment, as it was conducted both online and offline. Further, it has been difficult for learners to engage in dialog practice by internalizing their conversation methods due to the short experimental period.

This study aims to explore the minds and emotions of the attackers and defenders of cyberbullying and prevent the bullying by suggesting a language defense strategy against verbal violence that is indiscriminately exercised in cyberspace. To this end, we looked at the language defense strategies of Norazo and BTS, which were used to almost always successfully address malicious comments through effective verbal defense by celebrities. Analyzing the actual form of malicious comments and the expression strategy of defensive replies revealed that Norazo uses relationship-oriented language and BTS uses self-confident language as the defense strategy.
A three-step model of malicious comment structure change was proposed to apply the cases of Norazo, BTS, and Australia's “Comebacks” to actual school verbal violence situations. Language defense education is effective educational content for both the attackers and defenders of verbal violence. It is a good way to solve verbal cyber violence problems smoothly.

In this study, we aimed to examine the constructivist beliefs of Korean language arts teachers and the relationship between their beliefs and classroom practices in teaching reading. A survey on teacher beliefs and practices in the teaching of reading was conducted on 216 Korean language arts teachers in secondary schools. To measure teacher beliefs, the Literacy Orientation Survey (LOS) was translated from English into Korean and validated with confirmatory factor analysis. The mean score on the LOS for the participants was 3.39, indicating that their constructivist orientation was relatively moderate. Among their beliefs about the content of reading instruction, “cultivating a positive attitude” and “reading in daily life” were highly correlated with the LOS. “Textbooks” were most often selected as reading material, but they were negatively correlated with the LOS. The extent to which they believed “the contents of the textbook” were important for evaluation and the extent to which they were using “multiple-choice tests” were both negatively correlated with their constructivist beliefs. The results of this study indicated that Korean language arts teachers' beliefs were mostly congruent with their practices. But they were often engaged with the practices that they reported they did not support. Further research is needed to understand the subtle relationship between teachers' beliefs and practices for teaching reading.

This study suggests effective ways to teach writing in the post COVID-19 era by analyzing the condition of non-face-to-face writing instruction in Korean class. For doing this, the study analyzed the results of a survey of 130 in-service Korean language teachers on the status, method, content of writing instruction and their perception on the writing instruction. The results are as follows. First, Korean language teachers mainly instructed writing by using face-to-face and non-face-to-face methods parallelly amid the COVID-19 pandemic. Second, in non-face-to-face situations, Korean language teachers mainly instructed writing by using videos in online classes. Third, Korean language teachers addressed “writing expressing friendship and emotions” the most in non-face-to-face writing instruction. Fourth, in non-face-to-face situations, Korean language teachers tended to perceive the reviewing process as the most difficult process and the content generating process as the easiest process to instruct in the writing process. Finally, Korean language teachers tended to perceive face-to-face writing instruction as the most effective method for writing instruction.

This study developed a standardized scale to measure the activity tendency in interdisciplinary learning literacy and validated it through factor analysis. According to Britt and Rouet's (2012) multiple-document task-based relevance assessment and content extraction (MD-TRACE) model, nine factors were theoretically assumed and 19 items were developed in advance. By applying repetitive exploratory factor analysis to the responses of 224 undergraduates, 16 items of 5 factors were finally selected. The model fit and convergent and discriminant validity were investigated with confirmatory factor analysis. The mean of the five factors (i.e. perception of task-based needs, intertext model, mental model, considering counterarguments, and monitoring learning outcomes) was 3.50~4.50, and the standard deviation was distributed within the range of .64~1.01.
The sub-processes of interdisciplinary learning literacy can be practically measured using a standardized scale. It is expected that this scale will be used to effectively diagnose learners' factors in the context of teaching and learning and conduct follow-up studies.

This study aimed to recognize the problem of “practing literature” education as a literary education paradox and discuss ways to properly deal with it. “practising literature” is regarded as the content that drives the practice of literature in the learner's life and is set as a major agenda for literature education. However, the specific viewpoint or method for realizing “practising literature” education is still ambiguous. Therefore, this study attempted to secure a concrete perspective that enables the such education to function fully by confirming its orientation and its status in literary education. From this perspective, this study attempted to establish a core mechanism for realizing “practising literature” education.
The perspective of “practising literature” education that this study intends to focus on os that it is a literary education paradox, and this education is currently positioned as an antithesis of literary education. To readdress this paradox, the study developed a method that recognizes “practising literature” as a “transit point” of literature education, and penetrates literature and leap through literature simultaneously by using the “pleasure” of literature and the “rite of passage” of literature as the core mechanisms.