광복 이후 한국어 교육정책의 변천과 과제 -법령과 기구와 제도를 중심으로- = The History and Challenges of Korean Language Education Policy Established after Liberation -Focusing on Laws, Organizations, and Systems-

다국어 초록 (Multilingual Abstract)

The purpose of this study is to to examine the evolution of Korean language education policy pursued by the Korean government since liberation and its future challenges. The evolution of Korean language education policy from the dawn of liberation(1945∼1975) can be categorized into five periods as follows: the embryonic period(1976∼1990) when the Ministry of Education began to promote Korean language education policies targeting overseas Koreans, the expansion period(1990∼2000) when the Ministry of Foreign Affairs and the Ministry of Culture joined together to expand the scope of the policy to include overseas Koreans and foreigners, the transition period(2000∼2010) when the Ministry of Culture took over the initiative in the policy by promoting the National Language Basic Act and the King Sejong Institute, the revival period(2010∼2020) the policy developed through the establishment of the King Sejong Institute Foundation and the integrated branding of King Sejong Institute, the maturity period(2020∼2025) the policy sought stability through a series of long­term plans. In this way, our government's Korean language education policy has achieved qualitative growth beyond quantitative expansion, under the slogan of globalizing the Korean language. However, in the process, it has also presented various problems, such as establishing a control tower for Korean language education policy, improving the Korean language teacher training system, and providing quality curricula and textbooks. I hope that our government will continue to pay attention to this area and Korean language education policy will advance further.