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.

Abstract
1. 서론
2. 비판적 언어감수성 교육의 이론과 실천
    2.1. ‘언어’에 관한 ‘비판적’ 연구 전통
    2.2. 비판적 언어감수성 교육의 실천과 확장
3. 비판적 언어감수성 교육을 위한 전환적 토대
    3.1. 구조의 발견: 언어적 전환과 소쉬르 언어학
    3.2. 권력의 폭로: 비판적 전환과 비판언어학
    3.3. 실천과 매개로의 확장: 담론적 전환과 비판적 담론연구
    3.4. 다중양식으로의 확장: 문화적 전환과 사회기호학
    3.5. 경계를 넘는 언어들: 다중언어적 전환
    3.6. 삶의 점검과 서사의 구성: 미학적 전환
4. 비판적 언어감수성의 교육내용
    4.1. 구조의 이해: 형태 분석을 통한 비판적 기반 다지기
    4.2. 맥락과의 상호작용: 기능 분석을 통한 감수성 함양
    4.3. 담론과의 접속: 언어의 사회적 실천 탐구
    4.4. 기호 경관 읽기: 다중양식적 의미 분석
    4.5. 다중언어적 현실과 언어 이데올로기 비판
    4.6. 서사 연습: 서사적 정체성의 재구성
5. 점검과 새로운 지향점의 탐색
참고문헌

• 신동일(Professor, Department of English Language and Literature, Chung-Ang Univerrsity) | Dongil Shin