The final chapter explores the relevance of this grammar of Korean to two particular contexts of application (i) teaching Korean as a foreign language and (ii) translation and interpreting (T&I). It begins with a discussion of traditional approaches to teaching Korean as a foreign language and then illustrates the way the grammar can be drawn on to inform a pedagogic practice based on Reading to Learn (R2L) – focusing on locative relational clauses. The chapter then turns to relevance of the grammar to the field of translation and interpreting, beginning with an interpretation example and moving on to a translation example. The chapter concludes with a brief note on additional fields of application.

Chapter 15 highlights the shared concerns of translation scholars and teachers that derive from the recognition that communities and people are increasingly multilingual. Scholars increasingly favour a model of education that privileges mutual exchange and co-construction of knowledge between teacher and students and which fosters translanguaging as a pedagogical model in bilingual education and in a variety of educational contexts where the school language and the learners’ languages do not coincide. The chapter examines the principles embraced by the multilingual turn in educational linguistics and explains how these tenets underpin novel translation teaching approaches and methods in higher education.

Chapter 5 draws together the different aspects of language, grammar and acquisition to explore applications to language education and teaching. We first address the question of the purposes of language education and based on these, we explore dichotomies of nativeness versus foreignness; awareness versus ability; and grammar acquisition versus grammar skills. This permits a reconsideration of familiar problems in language teaching, such as the use of the L1 in foreign language teaching, or the development of meta-linguistic knowledge compared to communicative competence. The use of Virtual Grammar and grammatical concepts as a way to enhance and develop language awareness to address educational goals of language teaching is outlined. The chapter concludes by considering, in general terms, the role of descriptive and theoretical linguistics in applied linguistics.