The purpose of this study is to find concrete ways to extract and utilize the Big Ideas in the Korean language curriculum. For this purpose, the study reinterpreted the meaning and role of the Big Ideas in the context of the Korean language subject and analyzed the characteristics of the ‘Big Ideas’ of the British Columbia’s English Language Arts curriculum in Canada. The Big Ideas of the Korean language subject should be presented in relation to core competencies, and able to act as organizer of content design. It should also be able to show the necessity, importance and significance of communication skills and activities. The Big ideas should be approached at a subject level, not at a sub-area level, and a small number of them should be selected from a viewpoint of rigidity. It should also be wary of limiting a statement form of the Big Ideas to a specific form. In addition, there is a need to find alternative terms that can represent a meaning of the Big Ideas. Detailed explanations on the meaning, function, and usage of the Big Ideas should be given. Further, a decision process and procedure for selecting them should also be validated for feasibility.