國語政策的實施造成台灣地區原住民族母語嚴重地流失，產生語言轉移的現象。2001年（九十學年度）教育部首度將鄉土語言列為正式課程，開始實施強制性每週一節的母語教學課程。然此項母語教學辦法的實施，其實施前的評估和之後的檢討均未進行，因此本論文以布農族為例，從語言政策的觀點探討台灣地區原住民的母語教育政策。一方面從語言能力、語言使用、及語言態度等層面來調查布農族人的語言轉移情形；另一方面從其對母語教育政策的態度檢討當前布農語教學的實施現況。 本論文研究方法採問卷調查和深度訪談，同時進行量化和質化的研究。探查之學校於是八個布農族為主的山地鄉，以隨機取樣的方式，各抽取兩所學校，因此共計十六個學校納入調查範圍。問卷部份，主要根據年齡和教育程度兩個社會變項，在各組中採集等量的問卷。深度訪談則針對學校行政人員（校長與教務主任）、母語老師、家長、和學生，進行母語教學相關議題的訪談。問卷調查在探查普遍性的分佈狀況，而訪談目的則在探討問卷結果背後的理由。 調查結果發現，布農族人的母語能力和母語使用均出現隨著年齡層下降、教育程度升高而衰退的情形，顯示母語轉移的痕跡。在刻板印象上，高年齡層受試者對母語的評價較國語高，低年齡層和兩個教育層的受試者對布農語和國語的刻板印象評價則不達顯著，均一致地高。在學習動機方面，受試者不分年齡或教育程度，均一致認為國語之工具性動機高過布農語。而以布農語本身的融合性動機顯著高於工具性動機，顯示布農語對布農族人的功能為象徵性強過實用性。在對母語教育政策的看法上，一般而言都支持度都相當高；但在教學內容的實行上，如教學時間、師資問題等則多有意見，受訪者指出若干問題，並提出相關建議。 本研究結果證實布農族人的母語發生轉移現象，希望日後相關單位在訂定或修正語言政策時，可以對原住民母語轉移現象的挽救提供幫助。 / The implementation of Guoyu Policy in Taiwan has caused the minority groups, (in particular, the Indigenous peoples) a serious language shift, shifting from their mother tongues to Guoyu, the national language. To remedy the problem, "Mother Tongue Education" has been implemented since 1996. Unfortunately, there has never been any official evaluation on this policy. For this reason, this thesis aims at providing a preliminary evaluation of it through an investigation of the Bunun's proficiency in their mother tongue, their use of it, their attitudes toward their mother tongue and the policy. The research methods applied in conducting this study include both quantitative and qualitative analysis. For the former, 279 questionnaires (out of 300) were collected and analyzed, with a focus on sociolinguistic differences based on age and education level. For the latter, 36 informants (including school administrators, mother tongue teachers, students, and their parents) from 15 Bunun primary schools were interviewed. The results of statistic tests indicate that the Bunun's proficiency in their mother tongue and the frequency of using it decline with decrease of their age and increase of their education level. Among the various social groups, only subjects of higher education level show a positive attitude more favorable to Guoyu than to Bunun; while the other groups give equal ranking to both of the two languages. Moreover, the Bunun subjects, as a whole, consider Guoyu being more instrumental than Bunun; however, it is Bunun that receive higher score for integrative motivation, which indicates that Bunun still plays a symbolic function to the Bunun people. As to their attitudes toward the policy of mother tongue education, generally all the subjects show their support to it, although they point out, at the same time, that the policy should be modified on several aspects, such as problems related to the length of teaching hour and the sources of qualified mother tongue teachers. Most of the findings derived from quantitative analysis are confirmed by the subjects of the interviews. The general conclusion of this thesis is that the Bunun are experiencing a language shift from their mother tongue to Guoyu. It is suggested that the government and the institutions concerned should locate effective measures to meet the imperative needs in saving the mother tongues of the minority groups.

發生在1987～1996期間的台語文學論爭，是台語文學運動追求文學語言的表現，也就是台灣受外來政權統治，本土語言文化要求獨立自主的表現。日治時期，有過鄉土文學及台灣話文論爭、但因皇民化運動壓制而受挫。接著，國民黨在台灣推行華語的「國語政策」，壓制各族群語言，各族群語言瀕臨滅亡的危機。由於台灣社會民主化，促使台語文學運動再度興起。台語文學論爭就在這種時空背景下產生。 台語文學論爭有二個很重要的核心議題。一就是中國本位與台灣本位價值觀點的衝突。二就是以台語做為文學語言的訴求。因為這二個議題的辯論，而引發台語文字化、母語教育、語言政策等相關議題的發展。因為台語文學論爭，打破獨尊華語的權威，其他族群的語言文化運動也受到鼓舞。台語文學論爭不但追求自己的生存空間，也激起客家族群及原住民族追求本身語言文化的主體性。雖然台灣本土認同興起，但面到英語國際化的壓力，如何取得均衡，也是一個嚴肅的議題。 本論文在探討台語文學論爭除了追溯到歷史淵源，也涉及相關發展，及延伸到對未來發展的意義。在理論應用上也藉由高低文字的理論來詮釋台語文學運動，包括台語文學定位問題、台語文學論爭及相關發展的議題。另外本論文將戰後曾被殖民過的國家，他們的語言發展，跟台語文學運動做一個比較。我們希望這一本論文，能夠做為未來台灣語言發展的參考。 / The Taigi literature debates between 1987 and 1996 were the result of the Taigi literature movement’s efforts to pursue the status of literary language for Taigi. They were also the result of native languages and cultures in Taiwan attempting to attain subjectivity under foreign domination. The Taiwanese homeland literature and language debates occurred in the Japanese colonial period; however, they were hindered by the oppression of the Japanization movement. The suppression of native languages continued under the KMT regime, which implemented Mandarin as the state-mandated language under the ‘National Language Policy’. As a result, many ethnic languages in Taiwan suffer from serious language attrition. Owing to the democratization of Taiwanese society, the Taigi literature movement arose again and this led to the re-occurrence of the Taigi literature debates. There are two important core issues in the Taigi literature debates. One is the value conflict between Chinese viewpoints and Taiwanese viewpoints. The other is the appeal of Taigi as a literary language. As a result of debates arising about these two issues, related developments like debates over Taigi script standardization, vernacular education and language policy also arose. The fact that the Taigi literature debates challenged the authority of the ‘Mandarin Only’ policy also stimulated the language and culture movements of other ethnic groups in Taiwan. The Taigi literature debates not only pursued a living space for Taigi, but also encouraged Hakka and aboriginal ethnic groups to pursue the subjectivity of their own language and culture. Although Taiwan local consciousness arose, it encountered competition from the English language through globalization. Thus the question of how to obtain balanced development between localization and globalization has become a major issue for native languages in Taiwan. This thesis explores not only the historical origins of the Taigi literature debates but also development related to the debates as well as their influence on the future development of Taigi literature. This thesis applies the theory of diglossia and digrphia in explicating the Taigi literature movement, including the orientation of Taigi literature, Taigi literature debates and related developments. In addition, this thesis also refers to the language development of a number of former colonies and compares their experiences with Taiwan. We hope that this research can contribute to the development of Taiwanese language in the future.

近年來，台灣的新移民子女人數遽增，其外籍父母又以東南亞籍最多，如何利用新移民家庭的母語資源，以及處理新移民子女特殊的教育需求，遂成為重要的課題，雙語教育措施可能是重要的途徑之一，目前已經藉由火炬計畫、外籍配偶子女輔導計畫等措施付諸實行。 為了探求雙語教育的憲法定位，本文擬先介紹美國、加拿大的雙語教育學理，將雙語教育區分為若干類型，簡介相關的教育心理學、教育社會學研究，以作為討論法律、憲法爭議的前提問題。 本文以美國法作為主要的比較觀察對象，對移民學生提供雙語教育不論是法律上或社會上，在美國都具有極大的爭議性，本文從歷史脈絡、法律沿革、法院判決中進行爬梳整理，探討美國憲法上雙語教育的定位，發現提供雙語教育可能會遭遇某些憲法上的障礙，人民也有可能依據美國憲法來請求雙語教育，另外有部分篇幅討論國際人權法與加拿大憲法的相關規定，作為比較解釋的參照。 比較法的參照可以給我國憲法若干啟示，本文認為，強勢的雙語教育比弱勢的雙語教育更有利，而憲法平等權之規定將會是新移民子女請求雙語教育的最佳途徑。