國家教育研究院

　　《原住民族基本法》（以下簡稱《原基法》）於2005年公布實施。《原基法》有關原住民族教育權及語言權的部分明訂於第七條及第九條。根據憲法增修條文第十條之規定，政府應依原住民之民族意願，保障原住民之民族教育權，以發展原住民之民族教育文化，特於1988年制定了《原住民族教育法》(此為台灣第一部原住民族專門法，亦屬於《原基法》的子法之一)。另，依據《原基法》第9條第3項規定，原住民族委員會擬具「原住民族語言發展法」草案，做為《原基法》的子法之一。然而，原住民族的教育權及語言權仍無法受到保障。因此，本子計畫將針對《原基法》第七條及第九條、《原住民族教育法》（以下簡稱《原教法》）及「原住民族語言發展法」草案（以下簡稱「語發法」草案）的理論及實踐進行探討。本子計畫將提出五個研究目的來思考並發展原住民族教育權及語言權：(一)以有系統的文獻理論分析並論述《原基法》、《原教法》及「語發法」草案的歷史脈絡；（二）整理與分析國外相關政策及個案的研究；（三）整理與分析國內相關政策的研究；（四）探討並分析個案 (如族語沉浸式幼兒園、民族實驗小學、原住民完全中學、原住民民族學院等) 的現況、困境及具體改進建議；（五）以上述個案探討並分析《原基法》、《原教法》、「語發法」草案的現況、困境及具體改進建議。為達成上述研究目的，本子計畫擬提出三年期的研究規劃，透過國內外系統性文獻回顧、個案實地觀察、國外移地研究、深度訪談與焦點座談等的研究方法，分析個案及《原基法》、《原教法》、「語發法」草案的內容，提出良性互惠的教育及語言政策，確切落實《原基法》中教育權及語言權的精神，以作為立法的參考。

　“Indigenous Peoples Basic Law” was announced andimplemented in 2005. Education and languagerights in “Indigenous Peoples Basic Law” regulate in Article 7 and 9. According to Additional Article 10 of the Constitution, “the State affirms cultural pluralism and shall actively preserve and foster the development of indigenous languages and cultures.” The government thus legislates for “Indigenous Peoples Education Law” in 1988 (it is the first indigenous peoples law. It is also one of the branch laws of “Indigenous Peoples Basic Law”). Besides, according to Article 9.3 of “Indigenous Peoples Basic Law”, Council of Indigenous Peoples frames “Indigenous Language Development Law” draft to be one of branch laws of “Indigenous Peoples Basic Law”. However, indigenous peoples’ education and language rights cannot be protected. Therefore, this study mainly investigates education and language rights on Article 7 and 9 of “Indigenous Peoples Basic Law”, “Indigenous Education Law”, and “Indigenous Language Development Law” draft. There are 5 purposes in this study: 1. to systematically analyze and discuss the historic contexts on “Indigenous Peoples Basic Law”, “Indigenous Peoples Education Law”, and “Indigenous Language Development Law” draft, 2. to sort and analyze other countries’ studies on related policies and case studies, 3. to sort and analyze Taiwan’s studies on relevant policies, 4. to investigate and analyze current situations, difficulties, and solutions of case studies (e.g., Indigenous Language Immersion Preschool, Tribal Experimental Elementary School, Indigenous Comprehensive Junior-Senior High School, College of Indigenous Studies, etc.), and 5. to use case studies to analyze current situations, difficulties and solutions on “Indigenous Peoples Basic Law”, “Indigenous Education Law”, and “Indigenous Language Development Law” draft. In order to reach above 5 goals, this study will use literature reviews in Taiwan and in other countries, case studies’ observations, research abroad, in-depth interviews, and focus group discussions as the study method to analyze the content of “Indigenous Peoples Basic Law”, “Indigenous Education Law”, and “Indigenous Language Development Law” draft, in order to address constructive education and language policies to implement the spirit of education and language rights of “Indigenous Peoples Basic Law” and to be the references for legislation.