[ 摘要 ]

自九十學年度實施鄉土語言課程後，至今從未對卑南族語在學校實施的成效做一全面性的檢視。本研究以文獻探討、文件分析、半結構式問卷的實地訪談三種研究方法，選擇台東縣實施卑南族語的小學為田野對象，針對台東縣國民小學實施卑南族語教學的現況及其問題，做深入的探討及分析。

從文獻回顧瞭解語言的重要性，語言除了溝通的功能之外，也與文化、人權、族群認同有關。回溯台灣過去的語言政策，它呈現被殖民者長期壓抑的悲慘歷史。從卑南族鄉土教育資源中心的運作、學校行政的支持、族語師資的聘任培訓、族語教材及教學及家長對族語教學觀點等層面，實地訪問學校校長、主任、族語教師、學生及家長，了解卑南族語教學的現況與困難。

本研究發現：卑南族鄉土教育資源中心因為缺乏經費及專人管理，對族語教育並無助益；族語教學的困難有：家長在家不說母語、學校缺乏生活化的族語環境、教材缺乏（族語教材及教學媒體）、教學時數太少、部定族語能力指標太高；族語教師及家長認為孩子普遍不會說族語。綜合言之，卑南族語教學實施成效不彰。

[ 英文摘要 ]

Since the administration of ethno-linguistic teaching in 2001, we haven’t examined the overall effects of the Puyuma language teaching in elementary schools. This study is based on three study methods : literature reviews, document analysis and half-structured person by person surveys, taking elementary schools which located in Taitung and are applying the Puyuma language teaching as our examples, by looking at the status and questions of the administration of Puyuma language teaching in elementary schools for further discussions and analysis.



This study reveals the importance of understanding a language through literatures reviews. It demonstrates that the existence of language is not only related to the communication, but also related to the cultures, human rights and ethnic identity. By tracing back to the language policies in Taiwan, it represents a miserable history, especially the horrible situations in language and culture, constrained by colonialists’ authorities such as Japan and KMT authorities for a very long time. From the implementation of Puyuma Language Education Resource Center, support of school administration, training and employment of ethno-linguistic teachers, teaching methods, teaching materials and parents’ attitude towards ethno-linguistic teaching, we interviewed some school principals, directors, ethno-linguistic teachers, students in order to understand the status and difficulties of Puyuma language teaching.



This study found:

(1) Due to the fund shortage and management difficulties of Puyuma Language Education Resource Center, there is no benefit of Puyama language education.

(2) Language teaching encounters some difficulties such as parents don’t speak their native language at home, schools lack of real life ethnic language environment, shortage of teaching materials (ethno-linguistic teaching materials and teaching multimedia), short teaching hours, the efficiency target of indigenous language is too high, ethno-linguistic teachers and parents don’t think their children can speak their native language mostly. As a result, the outcome of Puyuma language teaching failed.