印尼雙語教育政策之批判性比較分析：以新加坡為比較個案

A Critical Comparative Analysis of Bilingual Education Policies and Pedagogical Agency in Singapore and Indonesia

在全球化與教育國際化的發展趨勢下，雙語教育被視為提升國家競爭力的重要策略，但其政策實施亦伴隨國家治理、語言文化保存與教育公平之間的結構性張力。本研究採用質性批判性比較分析（Critical Comparative Analysis, CCA）設計，以印尼與新加坡為比較個案，結合George Bereday比較教育分析架構，透過文獻分析與政策文件分析，從總體（政策治理）、中觀（制度與課程）及微觀（教師與課堂實踐）三個層面，探討雙語教育政策的制度運作與實施差異。研究結果顯示，新加坡藉由高度中央集權的語言政策與制度治理，有效促進英語能力與國家經濟競爭力，但亦限制了教師專業自主、少數族群語言發展及教育知識的多元生產。相較之下，印尼雖面臨政策執行不一致、教師專業能力不足及課程整合困難等挑戰，基層教師仍透過跨語言實踐（translanguaging）、多元文化教學及在地課程調整，展現回應地方語言與文化需求的教育能動性。本研究認為，雙語教育政策的永續發展不應僅以經濟競爭力為導向，更應兼顧教育公平、文化多樣性與教師專業自主，並鼓勵基層教育實踐與在地知識生產，以建立兼具全球視野與地方文化認同的雙語教育政策架構。

The study presents a rigorous qualitative Critical Comparative Analysis (CCA) of bilingual education policies, structural containment, and academic knowledge production in Singapore and Indonesia, investigating the systemic friction between macro-level state marketization and micro-level community language vitalities. Utilizing textual datasets spanning major structural reviews, this study examines how post-colonial states deploy language planning—either through an external globalized language (Singapore) or national vernaculars coupled with English-Medium Instruction (Indonesia)—to secure global economic capital and national multi-ethnic cohesion. By applying George Bereday’s systematic framework of comparative education alongside social theory, the findings reveal a profound structural disconnect state-engineered environments heavily reward English proficiency, compressing individual speaker agency into forced pragmatic choices that systematically erode minority mother tongues and regional vernaculars (bahasa daerah). Furthermore, the study deconstructs the institutional containment of classroom pedagogy and research, illustrating how centralized governance confines academic inquiry into functional, practical silos to neutralize systemic critique and protect state policy. However, a significant transnational divergence emerges, while Singapore’s hyper-segregated framework leaves educators stripped of micro-level autonomy, contemporary Indonesian data establishes a vital model of counter-hegemonic resistance. Through localized early-childhood adaptations, multicultural pedagogical interactions, and spontaneous translanguaging, grassroots classroom actors subvert top-down boundaries to protect and revitalize indigenous cultural identities within globalized spaces.