臺灣實施新住民語文教育有其政策價值。本研究以問卷調查，透過便利取樣蒐集260名國小教師資料，分析教師知覺學生學習新住民語可能成效的因素。獲得結論如下：（一）教師認為可能成效為學生學習新住民語言動機愈高，新住民語的學習興趣、新住民語的表達能力及多元文化態度愈好。（二）教師認為家長支持態度愈高，子女學習新住民語的學習興趣、新住民語的表達能力及多元文化態度愈好。（三）教師認為學校準備度愈完整，學生學習新住民語的學習興趣愈高，而學校準備度與新住民語言表達能力及多元文化態度沒有顯著關聯。（四）教師認為新住民語文政策，包括課程規劃、師資充足性、教材及評量規劃與學習新住民語可能成效沒有明顯關聯。本研究貢獻在於發現，學生動機、家長支持態度及學校準備度愈完整，愈能提高學生在新住民語的學習成效。針對結論，提出具體建議。

Taiwan’s implementation of language education for immigrant had its policy value. In this study, a questionnaire survey was used to collect data from 260 elementary school teachers through convenient sampling to analyze the factors that teachers perceived the possible effectiveness of students in learning immigrant languages. The conclusions obtained were as follows: (1) The teacher believed that the possible effectiveness was the higher the motivation for students to learn the immigrant language, the better the interest in learning the immigrant language, the ability to express the immigrant language and the multicultural attitude. (2) The teacher perceived that the higher the support attitude of the parents of the students, the better the children’s interest in learning the immigrant language, the expression ability of the immigrant language, and the multicultural attitude. (3) Teachers perceived that the more complete the school’s readiness, the higher the students’ interest in learning immigrant languages, and the school’s readiness was not significantly related to the immigrant’s language expression ability and multicultural attitudes. (4) Teachers perceived that the immigrant language policy, including curriculum planning, teacher adequacy, teaching materials and assessment planning, and the possible effectiveness of learning the immigrant language were not significantly related. The contribution of this research lied in the discovery that the more complete student motivation, parental support attitude and school readiness, the more effective students can learn in the immigrant language. In response to the conclusions, specific suggestions were made.