我國新移民子女學習母語政策之推動與實踐探討

A Review of the Execution of the Mother-Language Policy among New Immigrants

新移民子女就學人數近5年來增加超過1倍，教育部在2009年部務會報通過「新移民子女教育改進方案」，並從2010年開始補助學校開辦「母語傳承課程」，希望可以培養新移民子女聽、說母語的能力。教育部推動母語學習政策，必須檢視以下兩項議題：一、母語學習政策應該基於利益關係人的共同意識，政府對於多元文化價值的宣示仍舊無法說服新移民家庭對於子女學習東南亞母語的必要性，必須解決新移民家庭對於國語學習和東南亞語言學習的疑慮。二、母語政策的推動，除了增加新移民子女對母親國家的語言的了解和認同，實施過程中，必須由政府提供誘因，使新移民家庭看見學習母語的優勢，新移民子女學習母語，不僅可以轉化新移民女性從學習者成為教育者和指導者，同時從國外的研究經驗也發現，這些對新移民女性的文化認同和家庭中的權力關係平衡有所助益。

In the past five years， the children of school age of new immigrants doubled in number. To preserve their mother-language， the Ministry of Education has put forth the ＂Plan of Education Improvement for the Children of New Immigrants＂ and sponsored language courses for them in primary and secondary schools. Two issues of the program need to be addressed: 1. Mother language learning policy should be mapped so to meet the interests of the immigrants and their families. As such， the legitimacy of government's policy can be accepted with sufficient evidences. 2. Mother language policy， on the one hand， would enhance children’s understanding of their mother language and culture. What the government should do is to provide incentives so that the learning of mother language would be effective. Besides， such policy would indirectly elevate immigrants’ social status from a learner to an educator. She would engage herself actively in such project of teaching. As seen in Japan， a similar policy has increased immigrant women's self-identification and balanced the power relationships in their families.