台灣原住民語言政策與規劃－－以賽德克族德路固語言社群為例

Indigenous Language Policy and Planning in Taiwan: Troku Seediq as an Example

本文指認台灣原住民語言所面臨的問題，檢視當前語言政策和規劃的觀點與實施，並提出相關想法與建議。目前本土化和國際化並行的語言教育政策和規劃，無法確實達成語言多元化和雙語的目標。本文提出三項建議：（1）視台灣原住民語言為資源；（2）結合上對下與下對上的語言政策包括地位規劃、語型規劃、和習得規劃；及（3）實行系統性的原住民語言教育政策，包括以原住民知識及文化為本的全族語及添加式雙語教學課程計畫。

This paper identifies ongoing indigenous language problems, reexamines the current orientation and implementation of the Indigenous-Language policy and planning (ILPP), and proposes an alternative ILPP in Taiwan. The current Language-in-Education policy and planning that supports simultaneous promotion of indigenization and internationalization fails to reach the goals for linguistic pluralism and bilingualism. In addition, if the language policy and planning of the country ignores linguistic diversity, indigenous children in dominant-language schools usually experience language and culture shocks, low achievement, and other social problems. This paper shows that (i) the orientation of ILPP must shift to viewing these languages as resources; (ii) ILPP should incorporate status planning, corpus planning, and acquisition planning into top-down and bottom-up strategies , and (iii) a systematic Indigenous-Language-in Education policy including immersion programs and two-way additive bilingual programs with curricula based on indigenous epistemology offers greater chance of achieving reversal of the current critical shift toward the dominant language.