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 13: Becoming a Strategic Reader. This chapter focuses on the development of the strategic reader, rather than strategies themselves. Strategic readers automatically and routinely apply combinations of effective and appropriate strategies, depending on reader goals, reading tasks, texts being read, and strategic processing abilities. Strategic readers are also aware of their comprehension success in relation to reading goals and apply sets of strategies appropriately to enhance comprehension with difficult texts. Becoming a strategic reader is challenging and requires considerable instruction and support. The chapter reviews research involving several instructional approaches to develop strategic processing, including Collaborative Strategic Reading (CSR), Questioning the Author, Transactional Strategies Instruction (TSI), Promoting Adolescent Comprehension of Text (PACT), and Concept-Oriented Reading Instruction (CORI). The chapter then links strategic reading to the challenges of advanced “reading to learn” goals, and concludes with implications for instruction.

Chapter 15: Reading to Learn and Reading-Writing Relationships. This chapter examines research on the close relationship between reading comprehension and writing abilities. The focus of this research has been on how writing can support more advanced reading comprehension, and how engaging students in complex content-based texts and tasks will better prepare students to become both more proficient academic readers and more effective writers. This instructional trend to develop more proficient academic readers and writers is true for both L1 and L2 students, and in both secondary and post-secondary contexts. A third key concept in the reading-writing relationship is the important, but less explored role of content knowledge. The chapter then reviews two specific instructional formats for developing reading-writing relationships: summary writing and synthesis writing. The chapter concludes with implications for instruction.