본 연구는 반부패·청렴의 개념화를 분류하고 측정하기에 앞서 관련 정책이 생성‧발생하고 작동하는 원리 자체로, 반부패·청렴의 개념화를 어떻게 인지하고 이를 활용하고 있는지를 탐색한다. 부연하면, 4가지의 반부패와 청렴의 언어철학적 분석을 통해 맥락을 파악하고(①동의어, 이의어(②구분형, ③범주형, ④인과형), 현 반부패‧청렴정책에서 파악한 맥락이 어떻게 전제되어 있는가를 살펴본다. 이를 통해, 반부패·청렴의 정책문제에서 의미문제와 제도수립의 문제로, 반부패·청렴의 개념화로 인한 상황으로부터의 단절, 개념화와 재량권의 발생, 기술의 서술적 한 계와 재량권, 의사소통의 가능성 문제, 이중 해석 및 번역의 문제 등으 로 인해 거래비용이 발생하는 점 등을 정책에 반영해 합리적이고 효율 적으로 성공적인 정책이 되도록 해야 함을 제안한다.

The purpose of this study is to examine the typography of the language used on signboards with a focus on the typographical norms and to make policy recommendations that consider exactly which factors are evaluated when approaching this 'signboard language' as a target of language policy. most of the studies related to signboard language have classified signboard language as an object of purification based on the actual condition survey of signboard language using quantitative research. This study takes a different approach to try and examine which factors should be considered before classifying signboard language as an object of purification in the normative aspect. To this end, this study investigated the actual condition of signboard language markings on the Hangeul Sign Street in Insa-dong and interviewed a business owner who had experience signboard posting. Through the interview with the business owner, the producer of the signboard language, this study was able to find clues about the value of sign language-related transcription norms to the business owner and the direction of the language policy on the signboard language. In an interview with the sign language owner I tried to find clues about the value of the signboard language and the direction of the language policy toward the signboard language and looked at various factors to consider.

This study provides step-by-step suggestions for expanding the foundation of Korean language education and the systematic teaching and learning of the Korean language in New Northern Policy countries. To this end, a literature review was undertaken to explore the existing knowledge in the field, and surveys and online interviews were conducted with local experts. According to the surveys, the New Northern Policy countries were highly accepting of multilingualism and multiculturalism, currently using the Common European Framework of Reference for Languages (CEFR) to accommodate the global standard education model and seeking to strengthen English education in accordance with the de-Russian trend. Also based on CEFR, achievement standards are systematically presented. Korean language education is divided into curricular and extra-curricular, with the Korean language curriculum further subdivided according to the development of the Korean language curriculum. The extra-curricular stream is mainly conducted in after-school programs. The proposed development phase of the Korean pro-language curriculum should establish a reference system including goals and grades that connects with the CEFR. Moreover, to develop the Korean language curriculum further, it is necessary to establish and analyze the Korean language profiles of Korean learners.

The purpose of this paper is to summarize research trends and analyze major discussions of previous studies on language policy and planning from a research historical perspective. In order to accomplish this purpose, this paper firstly established a database of related research lists through a complete enumeration survey of research articles by Korean researchers published in Korean academic journals. Then, based on the database, this paper summarized research trends of preceding studies by fields (status, corpus, education, etc.), by topics (language rank/function, orthographic norm, national language education, etc.), by relevant countries/regions (Korea, Asia, Europe, etc.). Finally, dividing the preceding studies into those related to Korea and those related to foreign countries, this paper analyzed major discussions by fields and topics based on representative and recent preceding studies. 'Not only does the aforementioned summary and analysis have research historical significance for preceding studies on language policy and planning, but 'they can also contribute to exploring the tasks and directions of future research.

This study aims to show that language purification policies are the most important factors that influence Korean language differentiation, based on the premise that Korean is a pluricentric language having two regional varieties: South Korean P’yojuno and North Korean Munhwao. To this end, on the basis of a precedent study that analyzed regional variation mechanisms in French through four factors—terminological, socio-terminological, psycho-terminological, and extra-terminological—we identified two factors having great influence on the language change in South and North Korean societies: socio-terminological and extra-terminological. We also found that these factors precisely correspond to two categories in Kloss's(1969) theory of language planning— corpus planning and status planning; this confirmed that we should consider Korean language differentiation from the standpoint of language policy. There are many factors that cause language differentiation, and there is no doubt that these factors also have complex interrelationships. However, this study is all the more meaningful in that it uses systematic analysis to state that language policy plays an important role in Korean language differentiation.

The purpose of this study is to point out the problems of Korean language policy and education through some phenomena of variation and change in Korean language, and to show how they should go in the future. Since language policy and education are directly related to the status of language, in Chapter 2 we outline the current status and situation of Korean. In Chapter 3, we examine some of the variations and changes in Korean language, which are highly interesting from a social perspective. Based on these results, in Chapter 4, we present the direction of Korean policy and education as ‘rich and just Korean’. So far, the key direction of policy and education for the Korean language has been ‘window-dressing language policy’ and ‘window-dressing language education’. They have attempted to refine Korean by simplifying and abstracting the various language facts and disregarding of the elements that seemed not to be beautiful. The language policy and education caught up in the ‘beautiful Korean’ obsession have lasted for decades in Korean. Now Korean speakers should be liberated from ‘beautiful and pure Korean’ ideology. We should pay more attention to local dialects, North Korean words, slang and buzzwords, and net languages. We need to accept new concepts through contact with other languages. With its diversity, richness, and political correctness, Korean will be able to keep its place firmly in the strong waves of English and grow into an important language of the world.

In recent decades, there has been a tendency to frame language abilities as a set of technical skills that can be defined, quantified, measured, predicted and ultimately controlled. Language Policy and Planning (LPP), which is commodified, over-rationalized, technologized, and monolingually driven, has led to the current conventions of developing curriculum, materials, and tests of language learning in multicultural education. The purpose of this study is to examine the neoliberal (dominant) and alternative discourses on the LPP in Korean linguistic societies. It was firstly discussed that the neoliberal discourses have been ideologically embedded with economism, rationalism, technocentrism, and neoliberalism. Then the alternative discourses were explored through relevant literature in lingua franca, ecological linguistic environment, metrolingualism, and translingual practice. It was argued that neoliberally driven LPP restricts the use of different languages other than Korean-only or English-only, and, therefore, discriminate lingua franca users, metrolingual, ecolinguals, and translinguals. Following the critical views on the current LPP, further research issues regarding postcolonial translingualism, critical discourse analysis, poststructuralism, language-as-resource ideologies were suggested. As the neoliberal approach to LPP has become a common phenomenon, the meaningfulness should be seriously questioned in fast-approaching multicultural contexts of communication in Korea.

Kim, Jeongyeon, & Choi, Jinsook. 2014. University Administrative Workers' Perceptions of the Workplace Context under English as an Official Language Policy. The Sociolinguistic Journal of Korea 22(2), 1-22. This study aims to examine how university administrative workers perceive the workplace context under English as an official language policy, and further how their perceptions of the context would correlate with the roles of English uses for work. The data came from the questionnaire responses of 116 employees of a Korean university and qualitative interviews with 6 administrative workers. Descriptive and correlation analyses showed that the participants' evaluation of three contextual factors, i.e., English as an official language policy, online English learning, and coworkers' English competence, was only moderate. In the self-evaluation of their English proficiency, the majority of the participants indicated that they were only able to participate in a short English dialogs, but had difficulty with English discussions. A striking difference was found in the evaluation of significance of English skills between their current work performance and under full execution of the policy. Although most of the participants ranked reading skill the most significant in their current work performances, they selected speaking as the most crucial skill under the full execution of the policy. Implications of the findings are presented for more efficient practices of English as an official language policy at work. (195)

이 글은 한국어교육에 있어서 한자․한자어교육의 성패와 직결된 제도와 정책 적 사항들을 점검하고 바람직한 방향을 제시한 것이다. 우선 국어기본법 및 동법 시행령을 살펴본 결과, 국어발전기본계획의 수립, 어 문규범의 제정 및 개정에 관한 사항을 심의하는 국어심의회의 언어정책분과와 어 문규범분과에 한자․한자어교육 전문가가 반드시 포함되도록 할 필요가 있었다. 또한 사업 대상과 영역이 명확히 구별되지 않아 교재 및 교육과정 개발, 교원 양 성, 한국어 보급지원 등의 사업에서 중복되는 문제점이 발생하고 있었다. 따라서 국립국어원과 세종학당재단의 역할과 기능을 분명히 구별하여 표준화된 교육과정 을 개발하는 한편 한자․한자어 교육을 필수이수과목으로 지정하여야 한다. 이렇 게 되면 한자․한자어 교재의 수준도 향상되고 교원들의 한자․한자어교육에 대 한 인식과 능력도 제고될 것이다. 다음으로 한국어교원 양성기관에 대한 관리․감독을 강화하고 역량 있는 전문가로 하여금 해당 과목을 담당하도록 하여야 한다. 예시과목은 한국어교원으로서 갖추어야 할 기초적 전공능력이 어디에 있는지를 가리킨다는 점에서 상징성이 크 다. 따라서 한자․한자어 관련 과목이 예시과목에 반드시 포함될 수 있도록 하여 야 한다. 또한 한국어교사들에 대한 재교육과정에 한자․한자어 관련 과목을 수 강하도록 제도화하는 것도 중요하다. 또한 한자․한자어교육을 불요불급하게 여기는 인식을 바꾸기 위한 노력도 병 행되어야 한다. 한자․한자어교육을 한국어교육의 일부로 적극적으로 받아들일 수 있도록 학계 차원에서 서로 교류하고 소통하는 기회를 자주 갖는 것이 중요하 다.

According to Shohamy (2007), the tests of certain languages deliver messages and ideologies about the prestige, priorities and hierarchies of the languages, leading to policies of suppression of diversity. The test-driven language policies also lead to a narrow view of language as standardized and homogenous. The purpose of this paper is to contextualize English language tests in relation to language policy tools in Korea. The discussion of inappropriately used test-driven policies was supported by several test development cases in Korea, which appeared in newspaper articles, testing companies’ newsletters, or government documents. Different English language tests intended as language policy tools were categorized into three major situations: government-led, school-contextualized, and industry-based. It was argued that the English test-driven policy movement must have influenced teaching, learning, and the curriculum, to the extent that policy-making and testing essentially became synonymous.

호주에서 한국어를 공부하려는 학생들은 절대적 수치에서 아직 많지 않지만, 최근에는 이전에 비해 증가하는 경향을 보여주고 있다. 이러한 결과는 호주 연방 정부의 정책적 재정적 지원은 물론, 한국어 교육 유관기관들의 유기적 협력이 큰 역할을 하고 있는 것으로 파악된다. 호주의 한국어 교육에서 특기할 것은 다음과 같다. 첫째, 교육과정을 학습자 특성에 따라 외국어과정, 헤리티지과정, 모국어과정으로 세분화함으로써 보다 효율적인 교육이 이루어지게 된다. 둘째, NALSSP으로 대표되는 호주 정부의 아시아 언어 진흥책으로 한국어를 아시아 4대 언어에 포함시켜 장려함으로써, 한국어가 초․중등학교에서 활성화되는 계기를 마련해 주고 있다. 한국어 교육이 이러한 유리한 환경에 있지만, 호주 사회에 아직 안정적으로 뿌리 내리지 못하고 있다. 이를 타개하기 위해서는 현지 한국어 교육 관계자들의 노력이 있어야 하겠지만, 이에 못지않게 한국 정부의 투자와 지원이 동시에 이루어져야 할 것이다. 특히 한국에 대한 이미지 개선 등 장기적인 발전 계획을 수립하는 것은 물론, 이를 체계적으로 관리하고 조율할 수 있는 기구의 설립이 필요할 것이다. 이를 위해 국내적으로는 다양한 지원 기관을 하나의 통합 지원 기관으로 만들 필요가 있으며, 국외적으로는 한국문화원, 한국교육원, 세종학당 등의 기관들을 합치거나, 각각의 성격에 맞는 기능을 부여해 중복되는 일이 없도록 할 필요가 있다. 현지의 한국어 관련 중심 기관을 통하여 호주의 상황에 맞는 전략을 세우고, 이를 국내에 있는 독립 기관이 지원하는 방식으로 한국어 내지 한국학의 보급을 시도할 때 전시성 행사나 중복 지원 같은 폐해를 예방하고 발전된 한국의 위상에 걸맞는 이미지 변화 등 근본적인 변화가 가능할 것이다.

This paper aims to provide guidelines on developing English language proficiency (ELP) tests based on the experience from ELP assessments in the U.S. after the implementation of No Child Left Behind (NCLB). While there might be substantial differences between the content and purpose of ELP tests developed from country to country, there are, however, areas that experts in charge of ELP test development in other countries can benefit from. The NCLB legislation in the U.S. made the assessment of English language learners (ELL) students’ level of proficiency in English mandatory once a year and provided useful guidelines for developing ELP assessments. This mandate, along with its useful guidelines, helped improve the quality of ELP assessment significantly and led to the development of several batteries of ELP assessments either through consortia of states or by test publishers in the U.S. The newly developed assessments were based on states’ ELP standards. They incorporated the concept of academic language which is an essential requirement for ELL students’ performance in the academic content areas, and were tested in extensive pilot and field studies. Some implications were drawn from such improvements for ELL assessment and accountability not only in the U.S. but in other countries including Korea.

This paper discusses the tradition of migration in Germany and its historical background. In particular we critically review the diverse types of migrants and the current situations in Germany. In the second part of the paper the relations among the migration, education and language policy will be dealt with. It is argued that teaching both mother tongue and German as a second language is an integral part of the education system contributing to the integration of the migrant children in Germany.

The first part of this paper examines foreign language enrollment statistics from 1960 to 2002 in United States institutions of higher education. Spanish has been the most widely taught language for more than 35 years, and it counts for more than half (54.3%) of all enrollments in 2002. The second part of this paper reviews United States language policy history and its main debate focusing on two different policies: Bilingual Education and English Only Movement, and it reviews also their different points of view about the national identity of U.S.A. and their perspectives on foreign languages. The last part of this paper recommends that foreign languages be considered as precious resources for Korean future, not only several but more various foreign languages be taught in Korean middle and high schools, and bilingual education system or immersion program be introduced and implemented in special purpose institutions at least from middle school level.

The purpose of this paper is to review the policy of foreign language education in France and to analyze its effects in primary and secondary schools, including the changes that have recent1y taken place. Under the assumption that languages ref1ect their culture, the administrative of France has tried to co、rer a variety of languages in Europe and to improve the quality of foreign language education. These efforts, however, appear to be unsuccessful due to the financial problems and the heavy emphasis on particular languages based on the social and economical reasons. Nevertheless, these efforts are valued highly, and provide some insights to the cωurre Korea.

It has passed 10 years since The Society For Korean Language & Literature Corporation Aggregate had offered Nation-wide Test Of Hanja-capability Certificate. Year by year the number applicants grow almost as much as that of College Learning Capability Test. The Test, now become a national license, has great social influence. If not long after, the advantage of this license holder is guaranteed for evaluations of national officers and for employing of teachers, its influence will be more enlarged. Upon this point of time, 10 years from the start of The Test, it will be very meaningful to view in retrospect the footsteps and building environment and to self-evaluate the acting result of, The Society For Korean Language & Literary Research. The Society For Korean Language & Literature, and Korean Hanja Proficiency Test Institute that have lead Co-Using OF Hangul & Hanja Movement. At this paper, we will inspect the language policy of American military administration at Korea at the epoch of liberation from Japan, and the Korean language policy at 1968 and 1969, that become the motive of founding Research Society Of Education For Korean Language & Literature, and also view the meaning of Nation-wide Test Of Hanja-capability Certificate, and the influential role of that for our language education until now, and future prospect.

For long times I, the author, wanted to find the materials of language and literal policy during the American military administrative era, but it would not go easy. Then in 1999 Mr. Son, WonIl, my acquaintance found and send me 『Report of the United States Educational Mission to Japans』. This working is written for analyzing our country`s language policy right after Liberation, and its background, focusing on 『Report of the United States Educational Mission to Japan』, and for trying to find out alternative policy. Now over half a century have passed since the Liberation, but where we stand on the great wave of world history? Our language & literal policy have repeated twisted walking tending to the emotional surroundings that based on Hangul-only ism since the enactment of Hangul-only-law in October, 9, 1948. Language & literal policy does not, reveal visible result to our eyes immediately as industrial one. But the result of language policy make enormous influence enough to tremble the identity of a nation. Nevertheless I could not find any traces of policy authorities that took attention on this problem, at any successive governments. The two voices that proclaim Hanja-education and Hangul-only-education have too acutely confronted, so each have run parallel way with no yielding. The scholars and policy authorities that do not join any of the two sides have disregarded the two voices as obstinate egoistic quarrel of some scholars that have nothing to do with them. The proclamations of scholars whether in Hanja-education or Hangul-only-education also in fact flowed mainly as a matter of course that `must educate Hanja` or `must use Hangul-only`, not by rational analyzing of the cause and proposal of logical alternatives. But the causeless and emotional matter of course will not be persuasive. There were exceptional excellent work such as quot;Collection of Lectures on National Language and National Alphabetsquot; of Dr. Nam, GwangWoo and quot;The Significant Misunderstanding about National Languagequot; of Mr. O, JiHo. But the works that mainly on analyzing and alternatives are very uneasy to find out. During last several years I, the author, writing works concerning language & literal police become to observe Korean language at linguistic side. The more I investigate Korean language, the more I perceive that Hangul and Hanja are undividable linguistic features. Of course since I am not a linguistics specialist I feel sorry for the specialized scholars. But the books of Mizura Sdomu, who not a scholar of linguistics, that studied linguistic features of Japanese language more deeply than any other and left distinct footsteps on that field, gave me many stimuli. The keen analyze of Mr. Park KyungBeom, a natural scientist graduated the department of computer science and statistics of Seoul National University, also be a great help to compare and analyzing the linguistic features of Korean language and English language. Recently many people says quot;The crisis of human sciencesquot;, but few accurately point the cause of that. Boldly I think the cause is at the wrong Hangul-only language & literal policy. Although language & literal policy is a significant and great affair that holds the destiny of national people, it have been disregarded as out of consideration. Hangul-only policy of the character media such as newspapers and editions have made the thinking of readers dull, voluntarily result in shackle themselves in competition with television media. This rough work is not a pure academic one that comments the linguistic feature of Korean language. Only I will be satisfied if throughout this work, we can reflect the problems of our history of language and literal policy and can find out even a small motive for studying linguistics of Korean language.