This study analyzes the structural and epistemological placement of cultural education within ACTFL, CEFR, and the Korean Standard Curriculum from an Intercultural Communicative Competence (ICC) perspective. Four criteria guided this comparison: the formal position of cultural competence, the direction of cultural awareness, the orientation of intercultural communication strategies, and the cultural agency of learners. Analysis reveals that the CEFR secures structural independence for cultural competence and presents a developmental path, positioning learners as active mediators. ACTFL exhibits internal tension, aiming for reflective proactivity in its standards while emphasizing norm adaptation in guidelines. The Korean Standard Curriculum declares ICC to be an independent goal and suggests a mediator-oriented learner at the objectives level. However, its achievement standards reveal a discrepancy, favoring a receptive model centered on knowledge acquisition and adaptation. Consequently, this study proposes four directions for redesigning the Korean Standard Curriculum: establishing an intercultural competence category, introducing level-specific intercultural competence achievement standards, developing cultural mediation standards for intermediate and advanced learners, and reflecting the mediator model within achievement standards.

I. 서론
    1. 연구의 필요성 및 목적
    2. 연구문제
    3. 분석 대상 교육과정 개요 및 연구 범위
II. 이론적 배경
    1. 상호문화 의사소통 역량의 개념과 구성요소
    2. 언어 교육과정에서 문화 역량의 위치
    3. 학습자 정체성과 매개자 모델
III. 연구 방법
    1. 분석 대상 및 자료
    2. 분석 준거 설정
IV. 연구 결과
    1. 문화 역량의 형식적 위치 비교
    2. 문화 인식의 방향 비교
    3. 문화 간 소통 전략의 지향 비교
    4. 학습자의 문화적 행위성 비교
V. 논의
    1. 한국어 표준 교육과정의 발전 가능성
    2. 재설계 방향 제언
VI. 결론
참고문헌

• 김지혜(명지대학교) | Kim Jeehye