International Journal of
Information and Education Technology

Abstract

The purpose of this study is to diachronically consider the meaning of “literacy” in language education policy in South Korea. The concept of the modern enlightenment period was “modern literacy” and “Korean language literacy.” During the Japanese occupation, the meaning of literacy was divided into two parts: “Japanese language literacy” and “Korean language literacy.” From the modern enlightenment period to the founding of Korea, the concept of literacy had been managed as a tool of basic communication and a heritage of the national spirit from old times. This concept, however, was dismantled during when the national curriculum was established: a) for the promotion of literacy, the national spirit was at a low rate; and b) instead of basic and practical literacy, a critical and high-level literacy tended to be emphasized. For an accurate and productive functionality in explaining language phenomena, the changing meaning of literacy must be considered thoroughly.