為挽救原住民族語言，世界各地都嘗試找到有效途徑。沈浸教學被應用於許多國家的族語復振，也得到明顯的效果，共有特徵即是從幼兒園階段開始實施全族語教學。本文旨目的在記錄與分析一排灣族幼兒園實驗班，實施沈浸式族語教學一學期的歷程與成果。研究結果顯示，該班級在體制內經過了一番行政協調與努力才能達成開設一個實驗班。在實驗班形成後，老師們也逐漸發展出一套適合班級情境的沈浸式教學，找到漢人與族語老師協同教學的模式，同時藉由班級物理環境與心理環境的營造，在四個半月的實施期間，儘管沈浸時間僅達30%，幼兒的族語聽力測驗答對率達79.8%，同時也促進幼兒族語學習的興趣與認同。由於本研究為該班級剛實施一學期的初探研究，針對其現況建議該班級需增加族語授課時數、進用具備族語能力的老師或協助者、有系統的規劃課程、研發適當語言文化教材教其、多方行政人員的配合、家長與社區參與，及研發適性與適文化的語言評量工具，逐步朝全族語沈浸式教學邁進，紮根族語教育。本研究結果也可提供其他未來有意實施沈浸式族語教學的幼兒園參考，瞭解初步實施時可能會遭遇的狀況與解決策略。

People around the world have been searching effective approaches to save indigenous languages. Immersion teaching is widely applied by many nations for reviving ethnic languages, and has gained obvious effects. Successful immersion teaching programs share one similar characteristics implementing whole ethnic language teaching starting from the preschool period. This study aims at recording and analyzing the process and outcome at an experimental class of a Paiwan tribe's kindergarten carrying out immersion teaching of ethnic language for a semester. After establishing the experimental class after long administrative negotiation and much effort, teachers gradually developed a set of immersion teaching, found a mode for the teaching team of teachers from the Han people and the indigenous people. With the physical and psychological environment, young children's correct ratio of listening test reached 79.8%, even when the immersion time just only 30%. Young children's interests toward their ethnic language was also enhanced. The researcher suggest that the authority shall increase teaching hours for ethnic language, recruit staff or facilitators with ethnic language capability, systematically design curricula, develop materials for language and culture teaching, encourage collaboration between administrators, parents and communities, and develop adaptive measurement tools, so that the goal of whole ethnic language immersion teaching can be accessed, and kindergartens can equip young children with proficient listening and speaking ability.