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This study investigates the publishing policy, context, and teaching methods of the Japanese language in 󰡔The elementary school Japanese reading books(普通学校国語読本)󰡕, which was published during the Japanese colonial rule. Through this investigation we analyzed the characteristics of the proliferation of Japanese language conducted by the Japanese Government General of Korea. According to this study, 󰡔The elementary school Japanese reading books󰡕, which differed from the textbooks originally used in Japan, was published for children whose native language was non-Japanese. The differences in the text books reveal that the Japanese were conducting an education policy to assimilate Koreans at the stage of elementary school using language education: the proliferation of Japanese. Especially, if you organize the composition and characteristics of 󰡔The elementary school Japanese reading books󰡕 according to a linguistic aspect: first, the most important matter to the Japanese Government General of Korea in the publishing of 󰡔The elementary school Japanese reading books󰡕 was the ways of writing kana, or Japanese alphabets(仮名遣い) of their native language. In detail, the usage of phonetic notation of kana(表音仮名遣) in lower grades of elementary school was a unique action of the Japanese Government General of Korea, educating the colonists, whose native tongue is not Japanese, to use Japanese in daily communication. Second, the Japanese Government General of Korea introduced direct teaching methods instead of translating teaching methods in order to proliferate and assimilate Koreans more efficiently. Third, the composition of the style of writing in the textbook focused on the progress in daily communication instead of interpretation of culture or high class knowledge. Fourth, considering the text book users speak a different native language, the text book emphasizes repetition in order to help them master the foreign language.