邁向2030雙語國家之路：政策社會學之觀點分析

Toward a Bilingual Nation in 2030: A Policy Sociology Perspective

黃家凱(Chia-Kai Huang)

《中等教育》 72卷1期 (2021/03) Pp. 32-47

https://doi.org/10.6249/SE.202103_72(1).0003

摘要

近年在「2030雙語國家政策發展藍圖」政策的催化下，雙語教育在臺灣成為重要的焦點議題。「雙語國家」政策論述的出現，將影響臺灣未來10年的教育內容與方向。為期深入釐清「2030雙語國家」政策論述的背景脈絡，本研究以政策社會學觀點作為研究分析之理論依據，並採文件分析法及內容分析法，針對相關政策文本及報紙資料庫進行資料蒐集與分析，釐清「2030雙語國家」政策的發展脈絡，並探究政策實踐可能潛藏的問題。研究結果顯示，「2030雙語國家」政策文本不夠周延與完整、對於語言定位與概念化不足、相關配套措施不足等問題，影響政策實踐的結果。尤其，資源配置的結果將可能造成更多的不公平議題，包括製造學校階級化與標籤化、擴大校際間之差距，讓弱勢者（或弱勢學校）更加弱勢等，是政策制訂者必須加以思考與防範的重要議題。透過本研究結果期提供政府在制訂政策與政策實踐時之參考。

關鍵字

雙語國家 ； 雙語教育 ； 政策社會學

並列摘要

Bilingual education has become an important issue in Taiwan because of the government policy, titled ＂Blueprint for Developing Taiwan into a Bilingual Nation by 2030＂. The emergence of the ＂Bilingual Nation＂ policy discourse may affect the education in Taiwan in the next decade. This study applies policy sociology as theoretical framework with document analysis and content analysis as analytical approach to explore the discourse of Taiwan's bilingual policy. The purpose of this study is to unpack the connotation and development of the 2030 Bilingual Nation Promotion Policy through data collection and analysis of relevant policy texts and newspaper databases as well as to propose potential challenges while implementing the policy. The results show that the policy text of the ＂2030 Bilingual Nation＂ is with vague rhetoric and unclear conceptualization. Moreover, there is lack of relevant supporting plans. These factors may affect the results of policy implementation. In particular, the results of resource allocation may cause further unfairness issues, including creating school hierarchies, labeling, and widening the gap between schools so that the disadvantaged (or underprivileged schools) are more disadvantaged, etc. These are the important issues that the policy makers to consider and guard against. The results of this study are intended to serve as a reference for the government in policy formulation and policy implementation.

並列關鍵字

bilingual nation ； bilingual education ； policy sociology

參考文獻

Blackmore, J. (1995). Policy as dialogue: Feminist administrators working for educational change. Gender and education, 7(3), 293-313. doi:10.1080/09540259550039013

Diem, S., Young, M. D., Welton, A. D., Mansfield, K. C., & Lee, P. L. (2014). The intellectual landscape of critical policy analysis. International journal of qualitative studies in education, 27(9), 1068-1090. doi:10.1080/09518398.2014.916007

Fischer, F. (2003). Reframing public policy: Discursive politics and deliberative practices. Oxford University Press. doi:10.1093/019924264x.001.0001

Lingard, B. & Sellar, S. (2013). Globalization, edu-business and network governance: The policy sociology of Stephen J. Ball and rethinking education policy analysis. London review of education, 11(3), 265-280. doi:10.1080/14748460.2013.840986

Mansfield, K. C., Welton, A., & Grogan, M. (2014). Truth or consequences: A feminist critical policy analysis of the STEM crisis. International journal of qualitative studies in education, 27(9), 1155-1182. doi:10.1080/09518398.2014.916006