This study examined the 2022 Revised National Curriculum of Korea and Englishrelated policy documents through a critical discourse analytic lens, with particular focus on how language ideologies surrounding English education are discursively constructed and legitimised. The analysis demonstrates that the curriculum operates as a site of relegitimation and stabilisation in which English is discursively rearticulated as necessary, desirable, and governable under conditions of reform. Through intersecting discourses of future uncertainty, global communication, competency-based education, and inclusion, the curriculum constructs English as adaptive linguistic capital for an unpredictable future, moralises it as a marker of ethical global citizenship, and renders it measurable through standardised curricular technologies. In doing so, the policy stabilises standard language ideology while presenting itself as progressive, internationalised, and inclusive. This configuration exemplifies how reform discourse enables continuity in language ideology and linguistic stratification under the guise of innovation. These findings suggest that educational reforms frequently reproduce dominant ideologies through recontextualisation rather than transformation.

1. INTRODUCTION
2. LITERATURE REVIEW
    2.1. Curriculum Policy as Ideological Discourse
    2.2. English as Symbolic Capital and Policy Object
3. METHODOLOGY
    3.1. Data Collection
    3.2. Data Analysis
4. FINDINGS
    4.1. English and the Discourse of Future Uncertainty
    4.2. Constructing the Global Communicator as an Ethical Citizen
    4.3. Competency Discourse and the Reconfiguration of English Knowledge
    4.4. English as an International Language, but Governable
    4.5. Inclusion Discourse and Ideological Silence
5. DISCUSSION
    5.1. Macro-discourse of Uncertainty, Future Society, and the GoverningLogic of Competencies
    5.2. Subject Construction: The Global Communicator as Ideal Citizen
    5.3. English Ideology: International Language without Pluralisation
    5.4. Interdiscursivity: Inclusivity, Digital Futures, and Global English asPolicy Coalition
    5.5. Backgrounded Dimensions and Ideological Effects
6. CONCLUSION
REFERENCES

• Jung Sook Kim(Assistant Professor, Department of English Language and Literature, Cheongju University, 298 Daeseong-ro, Cheongwon-gu, Cheongju 28503, Korea)