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。

近年來，英語學習在台灣已蔚為一股風潮。為使孩子日後更具國際競爭力，許多家長在幼兒學前教育時段，即紛紛選擇全美語幼稚園或雙語幼稚園就讀，但在許多幼兒教育的相關研究發現，幼兒階段學習外語，易因語言的隔閡產生偏食學習，也會造成幼兒對文化認同的危機，且使幼兒表達與思考能力受影響，導致就學後產生學習挫折與障礙。 本研究以臺北縣新莊市某國小三年級為研究對象，採問卷調查法蒐集資料，並以最小平方估計式模型（Ordinary Least Square）的估計，探究學齡前雙語教育對國小低年級學童學習成就的影響，及學童在不同性別、家庭子女數、有無兄姐、是否與父母同住、家庭所得及家庭社經地位（SES）等情形下與學童低年級學習成就之相關程度。實證結果發現，學童學齡前雙語教育經驗對學習一年後及二年後之學習成就（包含總成績、國語、英語及數學成績）除英語成績具有顯著影響外，其餘影響效果皆不顯著；在性別差異上，女生的學習成就均高於男生；家庭子女數多寡與學習成就呈顯著負影響；學童有無兄姐及是否與父母同住對學習成就的影響，在學習一年後有顯著影響，對學習二年後之學習成就影響則不顯著；家庭所得對學習成就影響較不顯著；另外，家庭社經地位對學習成就則呈現顯著正面影響。 / English learning has been gaining popularity recently. In order to make children more competitive internationally, many parents choose English immersion or bilingual kindergartens when their kids are in preschool ages. But according to many researches of preschool education, when preschool children learn English, it may cause them to pick what they like to learn because of the gap in languages, it may cause a crisis in children for identifying their cultures. It may affect their skills of expression and deliberation, and cause them to feel frustrated and hindered when learning. This research uses the 3rd grade students of an elementary school in Sinjhuang City of Taipei County for subjects, uses questionnaires to collect information, adopts the estimation of Ordinary Least Square, investigates the effects of preschool bilingual education for lower-grade students’ learning achievements in elementary schools, and compares the students’ relevant degrees with different genders, family members, whether having brothers and sisters, living with their parents or not, and their parents’ income and socioeconomic status. It proves that the experiences in preschool bilingual education for the learning achievements after having learned for one or two years, including their overall scores, and scores of Chinese, English and math. It turns out to be positive affection, but besides English scores, the affections are not obvious. In gender difference, girls’ learning achievements are better than boys. The numbers of their family members for learning achievements turn out to be negative affection. It is an obvious positive affection after having learned for one year whether the students have brothers and sisters or live with their parents or not, but having learned for two years and the parents’ income do not affect the learning achievements much. Their parents’ socioeconomic positions turn out to be positive affection, too.

隨著全球化、網路化的到來，英語已經變成一個全球語言。然而，許多雙語教學隱含的跨文化與價值認同等相關議題卻淹沒在這片英語教與學的熱潮中。本研究藉由語言與跨文化等若干理論視角，對這個課題進行初探性與嘗試性的探討。除了瞭解雙語學校為何吸引人，也從雙語學童學習背景及其家庭文化脈絡的角度，檢視雙語學童的文化認知與文化價值觀在整個雙語學習歷程中的發展為何？ 本研究採質化研究中的深度訪談法，研究對象包括十位台中華盛頓雙語小學學生、家長以及中英兩部主任。研究結果發現，雙語學校的盛行正反映了在全球化下，台灣人民對英語高度崇拜的社會文化現象。然而標榜全球化教育的雙語學校卻對本土教育產生不當排擠作用，雙語學童不但沒有展現出應有的宏觀的、批判的國際觀，反而產生貶抑本土語言價值與文化的態度，混種性的文化價值觀更淺藏認同危機。值得注意的是，孩子家庭的文化背景更扮演了直接影響雙語學童文化價值與語言評價的關鍵性角色。因此，本研究建議政府及相關單位在努力推動英語學習時，不要忽略本國語言與文化對一個孩子人格發展的重要性。家長也要有自己的定見，在參考各方建議時要能尊重孩子的個別差異其獨特性，不隨波逐流。 / The purpose of this thesis is using a cross-cultural lens to investigate Taiwanese children’s experience with bilingual education, its effects on children cultural values, and other factors that should be taken into consideration in Taiwan’s current bilingual education system. This thesis will specifically answer the following: What are the motivations of children to study in a bilingual elementary school? What is the role of bilingual education in the development of children’s cultural values, attitudes, and knowledge? What are parents’ perceptions of bilingual education and how does it influence children in various ways? How does bilingual education shape the type of children’s learning experiences under social and familial circumstances? Interviews with ten students, their parents and two deans of the Washington Bilingual Elementary School were conducted. The results indicated that contrary to the main goal of a bilingual school, which is to broaden the international perspectives of students, the mother tongue is devalorized in bilingual classes. Children therefore perceive an uneven social representation of languages, which further influence their cultural identities. Moreover, some parents regard English proficiency as a representation of their high social-economic status. Under a parent’s influence, these children therefore perceive English as a superior language making Chinese inferior, which seriously influences the development of their cultural identities and ethnic attitudes. These cases indicate that the extent to which western values affect children’s cultural identities will significantly depend on the specific social, familial and educational circumstances which shape the bilingual experience. Finally, some suggestions to the institutions of bilingual education and to future research are proposed according to the results of this study.