비판적 언어감수성 교육의 토대와 교육적 가능성 탐색

An exploration of the theoretical foundations and pedagogical potential of critical language awareness education

This paper reviews existing research on Critical Language Awareness (CLA) and argues that, despite its relevance to linguistic justice and democratic citizenship, CLA research and pedagogy remain underdeveloped in the Korean educational context. Drawing on sociolinguistics, critical discourse analysis, and other related fields, it explores potential directions for integrating CLA into language education in thematic areas: linguistic forms and functions, language as a social practice, semiotic landscapes, multilingual hierarchies, and narrative identities. Rather than presenting empirical findings, this study offers an exploratory framework intended to stimulate scholarly and pedagogical dialogue on CLA in Korea, emphasizing its role in enabling learners to critically examine dominant language ideologies, recognize sociopolitical dimensions of language use, and reflect on their linguistic identities.