國家教育研究院

　　強制執行國語政策超過六十年的負面後果之一是造成台灣本土語言（包括閩南語、客家語、南島語）嚴重流失。過去二十年來，由於時事潮流變遷，在全球化與國際化的聲浪高漲之下，為了爭取更大的政治、經濟、外交空間，「英語化」在台灣成為不可避免的趨勢，英語政策也躍然而現，與國語政策並列台灣兩大語言政策。在國語與英語雙重的功能襲奪之下，，國內語言轉移現象因此更形惡化。所幸族群意識醒覺，加上本土化與語言平權的思維與呼籲之下，臺灣地區母語失落問題開始受到國人重視，各族群紛紛展開保護母語運動，鼓勵孩童學習母語，搶救即將失落的母語，以維持母語文化之傳承。政府也於2001年頒佈實施「本土語言課程」，正式將母語教學納入正式課程，提供閩南語、客家語及原住民族語的教學，以期透過早期學校教育，培養學生的本土語言能力、加強認識本土文化。在現行思考中，本土語言教育被認為是最直接、最有效的語言學習與語言維持的方式之一，也可能是保衛語言免於衰亡的最後一道防線。然而各校到底如何實施，至今並未全面進行調查且評估實施成效。因此在執行近十年之久的今天，有必要仔細檢驗此一語言政策的成效。

　　在總計畫中，子計畫一與子計畫二負責檢視全國國民小學閩南語教學現況。主要的調查議題涵蓋教育行政措施、師資、教材與教法、學習成效、以及相關人員（包括學校與教育當局、教師、學生、家長、社區等）對閩南語教學政策與執行現況的態度。在研究期間，本子計畫以量化研究的方式，以分段採樣的方法，透過問卷發放的方式，抽樣進行相關資料的蒐集、分析，以便對「閩南語課程」的政策與實施提出評估與建議。初步研究結果顯示，無論是學生或家長對閩南語教學均持正面的看法，不僅有助於學生提升閩南語的溝通能力，且有助於閩南語文化之傳承。然而師資的培育仍須進行長遠規畫，閩南語教學才能有效經營。

　　After sixty years of compulsory Mandarin policy, people in Taiwan have been experiencing a language shift from their mother tongues to Mandarin, the national language of ROC. Such language shifting phenomenon has been accelerated by the need of English to meet the requirements of globalization and internationalization. The decay (and possible demise) of the indigenous languages was ascribed to the double threat derived from the Mandarin policy and the English policy. In order to maintain the indigenous languages and the cultures behind them, a governmental language policy of teaching the indigenous languages to students in elementary and junior high schools was enacted and has been implemented for nearly 10 years. The two current Southern Min projects (with each geographically distributed to half of Taiwan) aim to investigate whether this formal curriculum of teaching/learning Southern Min, the indigenous language associated with the largest ethnic group in Taiwan, is effective in securing the survival of Southern Min competence in the younger generation of the Sothern Min ethnic group.

　　In these two projects, questionnaire surveys were adopted for quantitative measurements of the effectiveness of the Southern Min curriculum in Taiwan. Research foci include giving a comprehensive description and an evaluation of school administration, teacher recruitment, course design, teaching materials and facilities, teaching methods, extra-curriculum activities, family support, community support, and attitudes of people related (including the teachers, the students, and the parents) towards this Southern Min teaching program.

　　Preliminary findings indicate that all informants of the three groups yield a positive attitude toward the Southern Min education and reveal that the Southern Min education can substantially help students to increase their use of Southern Min. Also, it is expected that the research findings of this project may serve to help the authorities to reform the policy and the implementation of it.