言語ナショナリズムと言語教育の拮抗 : 植民地解放後の朝鮮における朝鮮語教育論を中心に

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This study analyzes the meaning of Linguistic Nationalism in Korea after colonial liberation (August 15, 1945). It focuses on the rules of Korean orthography and examines the state of national language (Korean) education during that period. The issue of orthography was deeply connected to the memory of colonial Korea, and it was central to the linguistic nationalism that identified the Korean language with the Korean ethnicity. This is because orthography in the colonies was a base for countering so-called linguistic imperialism, a language policy based on phonocentrism that nullified diverse identities within the empire, and for preserving unassimilable territories within the empire. The Joseon language society's "Proposal for the Unification of Korean Orthography" (1933) opposed imperialist phoneticism with morphological orthographic norms. These were inherited as "national" orthographic norms after the liberation of Korea. However, the post-liberation linguistic nationalism that was formed around the Joseon language society's orthographic norms were criticized in the field of national language education. This is because the character-centered teaching of the Korean language based on teaching spelling made students lose interest in the language. Furthermore, it functioned as a mechanism to suppress the various linguistic experiences that existed in the form of "voice." Teachers involved in the teaching of Korean as a national language endeavored to overcome this situation by shifting the focus of language education from the written to the vocal, or voice-centered, and emphasized the concept of kuk-min (nation, 国民) as an alternative to min-jok (ethnicity, 民族). While maintaining a tense relationship with ethnic linguistic nationalism, Japanese language education was a place where another form of nationalism was proposed.

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