『한국어 공교육 교육과정』변화와 개선 방향

Changes in Korean Language Curriculum and Suggestions for Improvement

This paper aims to compare and analyze <2012 Korean Language Curriculum> and <2017 Korean Language Curriculum>. By doing so, the present study attempts to provide implications and suggestions. First, in respect to educational changes in the curricula, it is interpreted that there have been significant improvements in Korean language education as public education. Secondly, it is also indicated that Korean language education has been reinforced. The current study interpreted that these changes have been made in an attempt to enhance foundation competence in order to minimize learning loss for school-age learners. Based on these evaluation, two suggestions are made: firstly, it is recommended that the categories of learners should be diversified. Both <2012 Korean Language Curriculum> and <2017 Korean Language Curriculum> encompass various learners of multicultural immigrants, international students, students from multicultural families, students from North Korean defector families, and students who have lived abroad. This study devises two categories: learners who have Korean language ability and learners who don’t have Korean language ability based on their Korean language competence. By inventing two different categories, it is possible to apply different learning and teaching method for different groups of learners. In addition, it is suggested that educational contents should be diversified according to the types of learners. Therefore, this study distinguishes contents focusing practical Korean from academic Korean. For practical Korean contents, they should be organized to enhance communicative competence for everyday life and learn classroom Korean expression. For academic Korean, it should be appropriate to organize educational contents which enhance fundamental learning competence, interpersonal competence, and community-identity competence of learners who have Korean language competence.