教育部將於108學年實施《十二年國民基本教育課程綱要總綱》，其中國中小學每週有一小時新住民語課程。這項政策未有完善配套，貿然實施會有很多問題。本研究針對此議題，深入訪談十位教學現場人員，了解在實施後可能的問題及解決策略。獲得以下結論：（一）新住民語太匆促實施，沒有完善配套，難以達成政策目標；最大問題在於新住民語師資來源不足，師資素質良莠不齊，偏鄉小學校無法聘到師資。（二）整體教材規劃尚缺完善，學校沒有專業人力編選教材能力；現有語言課程（英語、國語、閩語）佔去學生多數時間，再修新住民語有負擔，新住民語的目標不清，難以教學評量。（三）學生在學習面對的困難在於沒有適切的師資、學習時間短少、學習意願不高、有多國語言學習負擔、沒有適切教材、缺乏情境、練習不足、生活應用不足、多國語言拼音會混淆等。（四）在解決方法上，受訪者指出可運用情境教室、生活化的教學、校園環境布置、辦理新住民文化展提升學生學習興趣；提供學生學習練習對話平台或網站；採用多元評量、多與親師生溝通、強化補校功能提供新移民女性語言教育等。

“General Curriculum Guidelines of 12-year Basic Education” will be implemented in academic year 108 by Ministry of Education. An hour of lesson will be allotted to new immigrants’ language per week in elementary and junior high schools. However, since supplementary measures to this policy are not available yet, implementation of this rashly will bring lots of problems. Thus, interviews with 10 in-the-field teachers were conducted to find out the potential problems after this implementation and the solution strategies. This study yielded the following findings. First, if this policy is implemented too rashly, it will be difficult to achieve the policy goals; lack of relevant and quality teaching staff will be the major problem, and it will be especially difficult for schools in remote areas. Second, teaching materials are yet to be compiled; no professional staff in schools has the ability to do this task, and the existing language courses (English, Mandarin, and Hokkien) have taken students too much time to learn the new immigrants’ languages, the aims and objectives of the new immigrants’ languages are unclear and thus there will be problems for assessment. Third, the difficulties that students face may come from a lack of suitable teachers and teaching materials, time, willingness to learn, learning contexts and practice, and a confusion in the pinyin of multi-languages, etc. In terms of the solutions, the teachers interviewed recommended: the situational classrooms, life-oriented teaching, decoration of the campus environment, exhibition of the new immigrants’ culture to enhance students' interest in learning, platforms or websites for self-learning, multi-assessment, more dialogue with teachers and students, and supplementary schools to provide classes for new immigrants’ language education.