文化差異的課程看見：臺灣原住民族幼兒語言文化教育政策與需求之對話

A Reflection on Curriculum in Cultural Diversity: A Dialogue between the Policies and Needs for Indigenous Young Children's Language and Culture Education

學習與保存自己的族語文化是每個人的權利，更是弱勢族群應受到的國家保障。文化差異所引發的教育需求，是否被國家決策者看見，並制定相關法規給予保護與回應，且落實於教育實踐中，是需要被正視的議題。本文基於對臺灣原住民族語文化瀕臨滅絕危機的關懷，探索有效的復振途徑，發覺自幼兒教育階段實施全族語沉浸教學，已成為世界各國復振弱勢族群語言文化的重要方法，且國內外也有少數有成效的案例。
教育實踐的推展，雖不可忽視由下而上的自發力量，但政府相關政策的推動更具有關鍵性的影響力，且足以顯現國家的立場。為了解臺灣原住民幼兒相關語言文化教育政策，即採取沉浸教學做為主要的教育途徑，能否回應原住民當前的復振需求，本文採文件分析法蒐集國內政府制定之各項相關法規，分析其內涵並歸納其趨勢與問題。
綜合政策分析的結果顯示，當前臺灣原住民幼兒相關教育法規與政策推動，主軸仍在提供充足的就學機會，以達基礎的教育機會公平，對於族語文化教育的推展仍有許多實踐面與法規面的困難待克服，儘管當前的推動形式效果可能有限，但也可見沉浸教學已做為推動幼兒教育階段族語文化復振的方向。最後，本文以有效落實沉浸教學的條件，對應當前政策的不足，提出需培育與進用更多具備族語沉浸教學能力之原住民籍幼兒師資、設立全族語沉浸教學實驗幼兒園，以及研發相關課程與教材等三面向做為推動主軸，並提供所需的政策配合與推動工具作為行政院原住民族委員會等相關單位之參考，希冀能落實、甚至創造本土化的沉浸教學，達到族語文化的有效復振。

To learn and preserve one’s own ethnic language is the right of every individual, and the protection, which disadvantaged groups deserve from their nation state. It needs to be addressed to see if the national decision-makers see the educational need aroused by cultural diversity, and enact relevant laws and regulations to protect and respond such needs, and further carry out these laws and regulations in educational practice. Based on the concern for the crisis of the extinction of Taiwanese indigenous ethnic language, this article explores effective methods for reviving the ethnic language and discovers the immersion teaching from at the early children stage has become an important method in many countries and have a few success stories.
While the bottom-up spontaneous force cannot be ignored for promoting educational practice, the government policies are more critical and influential, and can reveal the country’s position. In order to see whether Taiwan’s language and culture education policies for indigenous young children are able to respond current needs for reviving the indigenous languages, using immersion teaching as the primary means of education, this article adopts the documentary analysis, collects relevant laws and regulations enacted by the government, and analyzes their meaning and summarizes the trends and issues.
The result of comprehensive policy analysis shows that the main focus of current educational laws and regulation for Taiwanese indigenous young children remain at providing adequate education opportunities in order to reach basic educational opportunity fairness. There are still many practical issues and regulation difficulties to be overcome for the promotion of ethnic language and cultural education, while the immersion teaching has been used as a strategy for reviving ethic languages at the early children education stage, even though the current promotion way may have limited effect. Finally, this article suggests the condition for effective practice of immersion teaching. Encountering the insufficient policies, this article point out the need to develop and hire more faculty members with the ability for ethic language immersion teaching for indigenous young children. Ethic language immersion teaching experiment kindergarten shall be established. This article also develop relevant curriculum and teaching material and raises needed policy tools for reference, wishing to carry out and even create local immersion teaching and effectively revive the ethic language and culture.