프랑스 헌법상 공용어주의와 지역어 보장에관한 연구 - 프랑스 헌법재판소 결정례를 중심으로 -

이형석 전북대학교 부설법학연구소 2018 法學硏究 Vol.58 No.-

France defined ‘the republic's language as French’ in Article 2, Clause 1 of the constitutional law in 1992, thereby having adopted the official language policy. The official language policy is what forces people to use official language in the public sphere while a country prescribes one language as official language. Even in France that chose the official language policy, the problems are being raised in relation to a rise in refugees according to the intensification of civil war in the Middle East, to the influx of immigration on financial grounds, and to the regional language users. To bring forward directionality of solving these issues, there was an attempt to resolve problems relevant to language as the revision of the Constitution in 2008 was stipulated the regional language in Article 75 of the constitutional law. A change in the official language policy of France is related to the republic, to the people's unity, and to the equality before the law, which are the basic principles in light of the French Constitution. In this study, first, the aim is to analyze the official language regulation in Article 2 of the French Constitution, and the regional language, which was prescribed in Article 75. Second, the objective is to analyze a significance of the official language policy in light of the French Constitution focusing on the decisions of the Constitutional Court. Especially, the aim is to intensively analyze the decisions of the Constitutional Court pertinent to the Toubon law, which specifically guaranteed the official language policy, andto the European Charter for Regional or Minority Languages. Third, the objective is to analyze a specific realization plan for protecting regional language in terms of the language rights relevant to an individual's identity based on this analysis. 프랑스는 1992년 헌법 제2조 제1항에서 ‘공화국의 언어는 프랑스어이다’고 규정하여 공용어주의를 채택하였다. 공용어주의는 국가가 하나의 언어를 공용어로 규정하고 공적영역에서는 공용어 사용을 국민에게 강제하는 것이다. 공용어주의를 채택한 프랑스에서도 중동내전의격화에 따른 난민의 증가, 경제적 이유로 인한 이민의 유입, 지역어 사용자에 관련된 문제가 제기되고 있다. 이러한 문제해결의 방향성을 제기하기 위하여 2008년 헌법 개정에서는 헌법 제75조에 지역어를 규정함에 따라 언어에 관한 문제를 해결을 시도하고자 하였다. 프랑스 공용어주의의 변화는 프랑스 헌법상 기본원리인 공화정, 국민의 단일성, 법 앞의 평등과 관련성이있다. 본 연구에서는 첫째, 프랑스 헌법 제2조의 공용어규정과 제75조에 규정된 지역어에 관하여 분석하고자 한다. 둘째, 프랑스의 헌법상 공용어주의의 의의를 헌법재판소 결정례를 중심으로 분석하고자 한다. 특히 공용어주의를 구체적으로 보장한 Toubon법과 특히 유럽지역・소수언어헌장에 관한 헌법재판소의 결정례를 집중적으로 분석하고자 한다. 셋째, 이러한 분석을 근거로 프랑스에서 지역어의 보호에 대한 구체적 실현방안에 대하여 분석하고자 한다.

영어의 국제공용어화에 대한 국어교육의 대응과 반성

임경순 한국어교육학회 2009 국어교육 Vol.0 No.129

This paper purposed to explore directions for the confrontation and reflection about international official language phenomena of English. Our modern imaginative community on English started modern novel and now continues. Korean Researcher's Study about international official language phenomena of English focused on national competitiveness and 'Globalization'. International official language phenomena of English is caused by nationalism and linguistic imperialism. When Korea emancipated from Japan, English becomed Korean official language. That time is very important period ; Korea could start new Korean language policy and new national-state. Modern Korean language education rooted this period and showed possibility and limitation of Korean language education. For overcoming international official language phenomena of English, we must beyond instrumentalism of language, linguicism, and linguistic imperialism. We have to go to multilingualism(dialogism) and language world systems as eco-systems (eology of Language). ‘영어의 국제 공용어화’ 시대에, 그리고 ‘영어 광풍’의 시대에 살고 있는 오늘날 영어에 대한 근대적인 상상의 공동체는 개회기 이후 소설에서 지속적으로 확인할 수 있다. 그것은 근대 초입에는 문명 개화, 민족 발전의 모습과 관련되어 있고, 해방 이후에는 출세 등과 같은 문화자본과 관련되어 있다. 영어 국제 공용어화는 오늘날의 당대성에 국한되지 않을 뿐 아니라 매우 복잡한 역사적인 맥락을 지니고 있다. 영어 공용어화에 대한 국어교육 학계의 논의는 주로 국가경쟁력과 세계화 문제와 관련하여 논의되었지만 미흡한 실정이다. 이러한 현실에서 우리의 국어 논의는 근대성 논의의 핵심인 국민국가와 관련되어 있다. 우리의 근대 국어 내셔널리즘은 한문, 일본어, 영어와의 대타 항으로서 국어를 설정하고 국어=국민=국가를 상정하고 있다. 국민국가를 제국으로부터 자립하는 것으로 볼 때, 그 언어적인 공통적인 속성이 ‘언문일치’에 있음을 승인한다면, 우리의 경우 다소 복잡한 양상을 보인다. 오늘날 우리의 영어 공용화 논의는 본질적으로 국제어인 영어를 모르면 손해라는 국익차원의 다소 충정어린 내셔널리즘을 배경으로 하고 있다. 이는 언어 교체가 가능하다는 언어도구관에 입각해 있다. 우리 현대사에 있어서, 해방 공간(미군정 기간)은 군정기간에 영어를 공용어로 삼았다는 사실, 해방은 기존 언어 틀에서 벗어나 새로운 가능성을 열어갈 수 있는 시기라는 점, 해방 이후 국어교육의 뿌리가 상당 부분 이 시기에 형성되었고, 국어교육의 가능성과 한계를 동시에 보여주었던 시기였다는 점에서 중요한 시기이다. 영어 국제 공용어화에 대한 국어교육의 대응과 반성은 언어 도구관, 언어 차별관, 언어 제국주의 시각을 넘어 대화주의, 다언어주의, 생태언어주의 등의 관점에 서야 하며, 이를 교육정책, 교육과정, 교과서, 교수-학습 등에서 광범위한 실천으로 이어져야 한다.

캐나다의 언어정책과 다문화주의-공용어와 계승어 교육을 중심으로-

박정은 국제한국언어문화학회 2009 한국언어문화학 Vol.6 No.1

This article aims to describe Canada’s linguistic policy, its policy pertaining to multiculturalism and their application through the official language and heritage language education. What can Korea learn from this experience.In 1969, Canada adopted its official language act providing an official status to English and French language. This law gave to all citizens the right to receive services from the Federal Government in both languages. Regarding the official language education, we look at English as a second language for allophones and French as a second language for Anglophones in the province of Ontario. The English program is divided between ESL and ELD. The reason for this division is the influence that the first language literacy has on the second language.In 1971, the Trudeau government recognized multiculturalism as component of Canadian society ; and in 1988 the Multiculturalism Act was passed which gave allophones the right to preserve and develop their culture. Except for English, French and aboriginal languages, all languages spoken in Canada are considered as heritage language. Those languages are an important tool of communication within families. They are influenced by second languages (the official languages). Those heritage languages are recognized as important assets for the society. The school boards of the province of Ontario provide heritage language education once a week for two hours and half. Teaching rooms, teachers’ salaries and professional development resources are paid by the government.Finally, Korea can learn three main lessons from the Canadian experience. First, to prepare for a multicultural society it is necessary to develop a linguistic policy. Also, Korean as a second language for immigrant children should be managed from the viewpoint of bilingualism. Third, children’s mother tongue should be taken into account by the education system.

케냐의 언어정책과 국가정체성의 관계 : 스와힐리어 정책을 중심으로

김광수(Kim Kwang-su) 한국아프리카학회 2011 한국아프리카학회지 Vol.33 No.-

Language renders a symbolic identity and ideological framework to a community. In the case where the language is selected by either the nation or the government, a creation of a new identity or a national identity is asked for. Hence, it can be said that the establishment of language urges the development of civilization and national society in a historical respect. Like the majority of nations in Africa, Kenya uses English as their national language for education and international communication, while designating Swahili, the dominant language in East Africa, as their native language. Moreover, Kenya uses 20 out of 40 languages as its native language, thereby hampering a regulation of unity in language. Ultimately, an abstract policy of language can be blamed for obstructing the unification of citizens, resulting in a failure of cultivating a national identity. The situation in Kenya has proved that promoting multiple languages as one’s mother language impedes the development of a single language policy. A definite ideological background or correlation does not exist concerning Kenya’s attitude of non-interference towards its language policy. Indefinite attitudes of government officials and actions to exploit the identity of a nation for the government’s benefit have basically caused the failure in controlling its language policy, with no plans for reformation. In my view, national identity has been deprived, while communal identities have been more firmly established.

국어교육에서의 언어정체성과 문법 교육의 역할

고춘화(Ko, Chun-hwa) 국어교육학회 2016 국어교육연구 Vol.61 No.-

The purpose of this study is to investigate and analyze the language identity in Korean education. Language is a part of one’s identity. Each country has its own language, cultural identity, and unique history. This fact seems to be more self-evident in the Korean language education than the other countries. This article takes a stand on a view point that defines Korean as them other tongue. The Korean language identity has been in the crisis due to the superiority of English. Thus, this study suggests that the Korean learner’s language identity should be recovered by grammar education. Language identity is closely associated with values and affective factors of the language. Korea is the nation with a single language, Korean. Korean has been changed to an official language from the national language in Korean education curriculum. The educational contents of language identity in the grammar education have been composed of language awareness, language attitude, and the national language culture. Korean language identity can facilitate the learners to have the consciousness of Korean language and language attitude. Language in the Korean education must be qualified as the identity of a native language, and grammar education of Korean language should play an important role in developing the language identity of native speakers.

공공언어정책과 국어책임관 제도

김수정 ( Kim Su-jung ) 한국공공언어학회 2019 공공언어학 Vol.1 No.0

The purpose of this paper is to draw various responsibilities of Korean language officer based on the survey, regarding the education of Korean language officer, which was carried out by Korean language cultural institute with the study of Korean public language policy and system of Korean language officer. Korean language officer should improve public language of own institution in cooperation with Korean language cultural institute. This study first examined previous studies related to public language policy, then carried out surveys for education of Korean language officer. Based on results of the previous research and preliminary questionnaire, the following four roles of Korean language officer were derived. First, Korean language officer is an observer of public language because he has to observe whether there are any overly difficult terms, overly used foreign language, wrongly used terms...etc in the expressions used in any specific institution. Second, Korean language officer is a preacher of public language because he has to strive to inform the necessity and importance of easy and proper use of public language. Third, Korean language officer is a guide because he has to create an environment to help the staffs at one’s institution to use easy and proper administration terms. Forth, Korean language officer is a researcher because he has to discover and develop easier terms to convey the meanings of hard administration terms. For effective development of public language and settlement of system of Korean language officer, the cooperation of Korean Language Cultural Institute and Korean language officer is the most important. Furthermore, country should improve the policy and the system to help the language officer to work only on Korean language.

Role of Devnagari and Persian Script in Hindi-Urdu Controversy

Chauhan Karan Singh 한국인도학회 2011 印度硏究 Vol.16 No.2

Controversy regarding the language of the so-called ‘Hindustani’ area has been an important issue throughout British period which engulfed the Indian freedom movement. Hindi or ‘Hindui’ was the original form adopted and mentioned as such by the earliest of writers of Hindi. Later, word Urdu came into use to denote the same language called Hindi or Hindui, but with a Persian tilt. The common people continued to regard both forms as one language. Due to Moghal rule, Hindi and later Urdu written in Persian script became the official language of governance. When Britishers came to India they found a very interesting phenomena with regard to language and scripts pravelent in northern Hindi belt. Although the spoken language of the people was one, but it was written in a script, imposed from outside. They tried to confirm the real position by doing various language and script surveys and came to the conclusion that it would be better for communication and understanding if beside Persian script, ‘Nagari’ script is introduced in Government offices and courts etc. This angered the Muslim community who used to be in an advantageous position with Persian script. Although, language question was never a controversial issue among the common people of this area but due to the two different scripts, it got associated with communal feelings. The emergence of Sanskritized Hindi and Persianized Urdu was the direct outcome of this communal divide. Britishers tried to not only placate this but took full advantage of the issue for dividing people on communal lines. To create communal unity within freedom struggle, Gandhi Ji tried to bring ‘Hindustani’ into focus which represent the mix of both spoken Hindi and Urdu. He advocated one common language for both the communities which can be written either in Nagari or Persian script. It attracted lot of criticism from both sides. In such a charged atmosphere the question of National language or a National script became more and more controversial. Progressive cultural movement, being the most important literary movement in all Indian Languages, where both Hindi and Urdu writers worked together, tried to understand and solve the language and script problem. On the basis of its analysis and conclusions it mendated that Hindi written in Devnagari script should be the national language of the country and Urdu written in Persian should be regarded as close associate of it. Later, when Indian constitution was framed and implemented, in article 343 regarding the Official language of the Union it was written that ‘the official language of the Union shall be Hindi in Devnagari script.’

일본의 국어정책과 일본어교육

임영철 서울대학교 국어교육연구소 2011 국어교육연구 Vol.28 No.-

This paper gave an outline of the agency which has established and deliberated the official language up to the present in Japan, the diachronic stream of their policy on the official language, and Japanese education. The results are as follows:(1) The controversial issue in the Japanese language policy agency was found to be mainly on orthography of their official language. (2) The official language education since the era of Meiji has consistently played a role in exterminating the dialects rich in personality and dominating a regional thinking by making it into a solid color under the cloak of the standard language. (3) The National Institute of the Japanese Language has accumulated their achievements through various sorts of the examinations of actual conditions. In addition, Japan, under the pressure of multi-cultural symbiosis, is going on with the research for the efficiencies in foreigners' learning Japanese and solutions to intercultural frictions. 본 논문은 지금까지의 일본의 국어정책을 수립, 심의하는 기관과 일본의 국어정책의 통시적인 흐름, 그리고 일본어교육에 대해서 개략하였다. 그 결과는 다음과 같다. (1)일본의 국어정책 기관에서 논쟁의 대상이 된 것은 주로 외래어 표기법, 가나 표기법, 오쿠리 가나, 로마자 표기법 등 국어(일본어)의 표기법에 대한 것이 많았다. (2)메이지시대 이래의 국어교육은 일관되게 개성이 풍부한 방언을 박멸하고, 표준어라는 미명 하에 지역의 발상을 단색화 하여 지배하려는 역할을 했다. (3)국립국어연구소는 각종 실태조사를 통해서 많은 업적을 축적하고 있다. 또한 다문화 공생이 요구되는 현대 일본에 있어서 외국인의 일본어 학습의 효율화나 이문화 마찰 해소를 위한 연구를 진행하고 있다. 이상 일본의 국어(일본어)정책에 대해서 살펴보았는데, 본 논문에서는 일본이라는 국가의 시대적, 사회적 배경과 국어정책과의 상관관계, 그리고 대립과 갈등의 역사를 반복해 온 표준어와 방언의 시대적 배경에 대해서는 지면 관계상 구체적으로 언급하지 못했다. 금후 필자에게 과해진 과제라 하겠다.

Role of Devnagari and Persian Script in Hindi-Urdu Controversy: A Historical Perspective

( Chauhan Karan Singh ) 한국인도학회 2011 印度硏究 Vol.16 No.1

Controversy regarding the language of the so-called ``Hindustani`` area has been an important issue throughout British period which engulfed the Indian freedom movement. Hindi or ``Hindui`` was the original form adopted and mentioned as such by the earliest of writers of Hindi. Later, word Urdu came into use to denote the same language called Hindi or Hindui, but with a Persian tilt. The common people continued to regard both forms as one language. Due to Moghal rule, Hindi and later Urdu written in Persian script became the official language of governance. When Britishers came to India they found a very interesting phenomena with regard to language and scripts pravelent in northern Hindi belt. Although the spoken language of the people was one, but it was written in a script, imposed from outside. They tried to confirm the real position by doing various language and script surveys and came to the conclusion that it would be better for communication and understanding if beside Persian script, ``Nagari`` script is introduced in Government offices and courts etc. This angered the Muslim community who used to be in an advantageous position with Persian script. Although, language question was never a controversial issue among the common people of this area but due to the two different scripts, it got associated with communal feelings. The emergence of Sanskritized Hindi and Persianized Urdu was the direct outcome of this communal divide. Britishers tried to not only placate this but took full advantage of the issue for dividing people on communal lines. To create communal unity within freedom struggle, Gandhi Ji tried to bring ``Hindustani`` into focus which represent the mix of both spoken Hindi and Urdu. He advocated one common language for both the communities which can be written either in Nagari or Persian script. It attracted lot of criticism from both sides. In such a charged atmosphere the question of National language or a National script became more and more controversial. Progressive cultural movement, being the most important literary movement in all Indian Languages, where both Hindi and Urdu writers worked together, tried to understand and solve the language and script problem. On the basis of its analysis and conclusions it mendated that Hindi written in Devnagari script should be the national language of the country and Urdu written in Persian should be regarded as close associate of it. Later, when Indian constitution was framed and implemented, in article 343 regarding the Official language of the Union it was written that ``the official language of the Union shall be Hindi in Devnagari script.``

구소련 지역에서의 러시아어의 위상과 그 전망

한용(Han,Yong) 한국동유럽발칸학회 2006 동유럽발칸학 Vol.8 No.2

구소련이 해체되기 이전 15공화국에서의 러시아어는 매우 높은 지위를 가지고 있었다. 그러나 소련이 해체된 이후 러시아어의 위상은 매우 약화된 것이 사실이며, 이러한 사실은 이들 독립 국가들의 법률에 의해 명시되어 있는 실정이다. 그러나 실생활에서 사용되고 있는 언어가 법률적 구속에 의하여 하루아침에 그 유용성이 상실된다고 볼 수 없으므로 이들 국가들에서의 러시아어 위상의 실태를 고찰하고자 하는 것이 본 논문의 목적이다. 따라서 구소련 해체 후 독립 국가 연합(СНГ)으로 거듭난 11개 국가에서의 러시아어 위상과, СНГ에 참여하지 않고 있는 발트 3국에서의 그것을 살펴본다. 그 결과 이들 국가들에서 법률이 정하는 러시아어의 위상은 제2 국어, 법에 의한 권리 보장, 공식어, 민족 간 의사소통 어 및 소수민족어 등으로 각기 달랐다. 그러나 실제 생활에서의 러시아어 위상은 여전히 건재하며 이는 러시아와 이들 국가들 간의 관계 발전 여하에 따라서 예전과 같은 정도의 위상을 회복한다고 보기는 쉽지 않겠으나 국가의 중요 의사소통 수단으로 자리매김 할 수 있을 것으로 기대되고 있다. 또한 러시아연방 정부 역시해외의 자국 동포의 권익을 보호하고 러시아어의 위상을 높이는데 노력을 기울이고 있는 실정이므로 이들 국가들에서의 러시아어의 전망은 밝다고 할 수 있겠다. Russian language -this is one of the important languages in the world, specially in the previous Republics of USSR. But now the status of Russian language in foreign countries, specially CIS and Baltic 3 states(Estonia, Latvia, Lithuania) in last 10 years undertook serious changes, though Russian language is a still, in fact, important means of communication in that area. Russian language in Belarus is recognized as the second national language. In Moldavia the status and rights of Russian language is guaranted by the constitution and a law about languages in Moldavia. In Kirghiz it is used by the constitution as a official language and in Kazakhstan its use is officially guaranted by the law. In Turkmenistan and Tajikistan Russian is legally recognized as a language of communication between nations. Russian in Armenia, Georgia and Uzbekistan is a language of a minority race. In Ukraine the right of Russian language as a national language is lost and after that for it they don't make special law. As in Ukraine in Azerbaijan there is not a law for Russian language. In 3 Baltic countries the status of Russian language is lower than it CIS. In these countries Russian language is a foreign language, i.e. a language of a minority race. But many people of these countries still actively use the Russian language in life. The weakening of the status of Russian language is much caused by the weakening of the relationship between Russia and these countries: CIS and 3 Baltic countries. So the prospect of the status of Russian language will be dependent on their new relationship between them. And now Russian government try to protect their language for enlargement of use of it in foreign countries, especially previous Republics of USSR and the rights of their people who live abroad. Eventually Russian language has a good prospect.