多年來雙語學生的文化認同議題已經受到相當程度的關注以及研究投入，但是類似的研究在台灣並不多見，尤其是從學生們的觀點來探討此議題的研究更是少之又少。因此本研究主要是要透過雙語學童的觀點，檢視雙語學童在部份英文沉浸式(immersion program)的教學環境下，對於文化認同的研究。本研究共有42位五、六年級的學童參與。8位則是在國外出生，而其餘34位則是出生於台灣。本研究的資料主要是以改編自Clement與Noels (1992)的一份20個項目的問卷與老師與學生15分鐘的訪談所構成。問卷主要是用來檢視雙語學童如何察覺他們自己的母語(中文)和英文的關係。而這包含了20個項目的問卷可以分為四大概念(construct)—媒體、人際關係、教育以及其它。後續的訪談主要是要更進一步了解學生們回答的內容。研究結果顯示這些學生對於中英文都有正面的認同。此外，兩位導師透過觀察，也都表示除了那些從國外回來的學生，在台灣出生的雙語學童們都對於中文和英文均具有「健康」的態度。大多數的受訪學生都表示他們自己相當擅長中、英文，而且喜愛這兩種文化。這些結論支持了Downes(2001)的論點，意即沉浸式的教學「並不會對於自己的語言與文化促成任何負面的感覺」。這個結論也對長期以來大多數人所認為「雙語教育會侵害學生的語言文化認同」提出不同的見解。

The issue of bilingual students’ cultural identity has been well researched for decades, but none has been done in the context of Taiwan from students’ viewpoints. This study aimed at bridging this gap by examining bilingual students’ perspectives on their cultural identification in an English partial immersion program. The participants were 42 fifth-and-sixth graders, 34 of whom were born in Taiwan, and eight overseas. Data from a 20-item questionnaire were triangulated with those from 15-minute interviews with students and two homeroom teachers. The questionnaire was to examine how bilingual students perceived themselves in relation to their native group (Chinese) and English in four domains—Media, Interpersonal Contacts, Education and Others. The follow-up interviews were to elicit in-depth student responses. The results showed that those students had higher identity scores to both Chinese and English, albeit the former were slightly lower than the latter, indicating their positive attitudes toward both languages and cultures. The interview data from homeroom teachers corroborated this finding. Both reported having observed students’ “healthy” attitudes toward Chinese and English, except those born overseas. Most of the students reported that they were good at both languages, and loved both cultures. The findings supported Downes’s (2001a) argument that immersion “does not seem to be promoting any negative feelings toward the native language and culture,” counter to popular belief that bilingual education would encroach on students’ ethnolinguistic identity.

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