The purpose of this study is to examine that what elementary school students experience in the language-culture based on media and how elementary school teachers enact these phenomena into Korean language instruction. Elementary school students participating in this study talked freely about variety show. Results showed that students' discourses were different according to their discussion groups. This difference originated from the perception gap on the purpose and space of discourse. Moreover, classroom environment had an effect on students to use a secondary discourse which is a meta-discussion about the language-culture based on media. It is required for elementary school teachers to possess some skills that organize learning objects and contents by capturing meaningful language-culture based on media. To cultivate these skills for teachers, curriculum enactment perspective is required as a lens viewing the paradigm of curriculum implementation. Interpreting, producing, and criticizing is closely related to the instruction dealing with the language-culture based on media. These three instructional activities should be taught selectively or integratively, regardless of primary or secondary school level. Also, these activities should be performed by focusing ‘now and here’ in language-culture based on media. Finally, it is necessary to take an interest in concepts and research trends of ‘out of school literacies’ related to the language-culture based on media