2030雙語政策之批判論述分析

Abstract

本研究以臺灣《2030雙語政策》為主題，透過批判論述分析（Critical Discourse Analysis）的視角，探討雙語政策在政治、教育、文化及制度化層面的論述構成。《2030雙語政策》作為近年國家發展重心的重大政策，被賦予國際化、人才培育、教育革新等多重功能，亦引發語言權利、教育公平及國族認同等層面的爭議。隨著政策從宣示走向制度化實施，其論述策略與政策實踐歷程亦日益明朗，成為國會質詢、地方治理、教育現場及公民論辯的焦點。本研究方法主要採用批判論述分析，聚焦於2018年至2024年間「立法院公報」中關於雙語政策的質詢與答詢紀錄，並輔以政策文本、新聞媒體報導等，透過對政策制定者、反對者、教育現場工作者等多元話語主體的發言分析，重構雙語政策的論述場域與論述邏輯，並比較其與本土語言政策、多語發展願景之互動張力。研究發現，雙語政策不僅僅是一項語言教育計畫，更是國家願景、政治話語與權力、政策資源分配的交匯場域。雙語政策的目標論述傾向將英語視為提升經濟的工具，語言被商品化為國際競爭力的象徵，教育專業與政治意識的界線日益模糊；同時，本土語言政策的邊緣化亦凸顯政策資源分配的失衡，語言權利仍有待實踐。本研究希望提供不同的理論視角，供關心語言教育者參考，期待未來的研究能延伸探討語言政策的多語整合可能性，建構出兼顧語言平等與全球接軌的教育願景；同時呼籲政策制定者回應來自第一線教師、地方政府與公民團體的批判聲音，透過更具民主透明的方式進行教育政策制度化，真正落實語言權利與教育公平的核心價值，展現多元文化主義的兼容並蓄。This research focuses on Taiwan’s 2030 Bilingual Policy, examining the discursive construction of the policy through the lens of critical discourse analysis across political, educational, cultural, and governance dimensions. As a major national initiative in recent years, the 2030 Bilingual Policy has been tasked with multiple functions, including promoting internationalization, talent cultivation, and educational reform. At the same time, it has sparked debates and controversies concerning language rights, educational equity, and national identity. As the policy transitions from symbolic declaration to institutional implementation, its discursive strategies and processes of policy enactment have become increasingly visible, emerging as central topics in parliamentary questioning, local governance, educational practice, and civil society discourse.This research primarily adopts Critical Discourse Analysis (CDA) as its methodological approach, focusing on the interpellation and response records related to the bilingual policy found in the Legislative Yuan Gazette from 2018 to 2024. Supplementary materials include policy documents, news media reports, and other relevant sources. By analyzing the discourse of various actors—such as policymakers, opponents, and frontline educators—this research seeks to reconstruct the discursive field and logic of the bilingual policy. It also examines the tensions and interactions between the bilingual policy and local language policies, as well as broader visions for multilingual development.The research finds that the bilingual policy is not merely a language education initiative but a complex arena where national vision, political discourse and power, and the distribution of policy resources intersect. The policy’s dominant discourse tends to frame English as a tool for economic advancement, commodifying language as a symbol of international competitiveness and blurring the boundaries between educational professionalism and political ideology. At the same time, the marginalization of local language policies highlights the imbalance in resource allocation, suggesting that language rights have yet to be fully realized.This research aims to offer an alternative theoretical perspective for those concerned with language education. It encourages future research to further explore the possibilities of integrating multilingual policies, envisioning an educational future that balances linguistic equality with global engagement. At the same time, it calls on policymakers to respond to the critical voices of frontline teachers, local governments, and civil society groups by adopting more democratic and transparent approaches to education governance. Only through such efforts can the core values of linguistic rights and educational equity be truly realized, reflecting a genuine commitment to inclusive multiculturalism.