本文旨在探索芬蘭獨立以來至2016課綱（The Finnish National Curriculum 2016）實施此時期多語環境和學校語言教學方法的展演情形，及其對臺灣本土語言政策的重要啟示。芬蘭獨立後，先是確立芬蘭語和瑞典語同為官方語言，且隨時代變遷，語言環境更趨多元，連動有因應的教育體制、英語逐漸成為強勢外語，以及學校語言教學方法一再面臨典範轉移，構築起當今芬蘭學校語言教育樣態—朝向平等、權利、多元、多樣。此期間不僅反映當時時勢條件的限制和語言學習的特性，也集中地體現了芬蘭語言教學與時代之特徵。本研究根據芬蘭多語環境和語言教學演變的探究結果，提出對臺灣本土語言政策和語言教育的兩點重要省思與提醒。

This study aims to examine the evolution of multilingual environments and language teaching methods in schools from after Finland’s independence in 1917 to the implementation of the new core curriculum in 2016 and its implications for language policy in Taiwan. After Finland’s independence, Finnish and Swedish were first recognized as official languages; as times changed and the education system continued to develop, English gradually became a solid foreign language, and school language teaching methods also experienced several paradigm shifts. Simultaneously, language education in Finnish schools is constantly tending towards equality, rights-based, pluralism, and diversity. The changes in the language environment and language education in Finland reflect the various constraints and characteristics of language learning at different times. This research also brings some thoughts and insights into Taiwan’s language policy and language education.