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.

I. 서론
II. 외국어 교육(정책) 및 교육과정 설계
    1. 외국어 교육과 언어 정책 및 계획
    2. 외국어 교육과정의 개념과 실재 양상
III. 신북방 대상 국가의 외국어 교육과정 분석
    1. 신북방 대상 국가의 외국어 교육과정 분석 방법
    2. 신북방 대상 국가의 외국어 교육과정 분석 결과
    2. 신북방 대상 국가의 외국어 교육과정 체제 및 운영
    3. 외국어로서의 한국어 교육과정 개발 및 운영 현황
IV. 논의 및 제언
    1. 한국어 교육과정 개발･적용 단계별 현안
    2. 한국어 교육과정 개선･개발을 위한 지원 과제
V. 결론
참고문헌

• 김호정(서울대학교) | Hojung Kim 제1 저자
• 김가람(서울대학교) | Garam Kim 공동 저자
• 정연희(국민대학교) | Yonhee Jung 교신 저자