本文採用文獻分析法探究臺灣雙語國家政策實施的現況、問題與對策，以提供我國做為制定語言教育政策，實現人權保障理想和促進教育學術發展的參考。為了厚植國人英語力，全方位提升國家整體競爭力，行政院於2018年12月通過國家發展委員會所提的「雙語國家政策發展藍圖」，打造臺灣2030年成為雙語國家。根據統計臺灣目前已有949所公立中小學參與雙語教育課程。經常採用CLIL、EMI和沉浸式等三種雙語教學模式。許多大學都將雙語國家政策理解為全英語教學政策，紛紛設立「全英語教學中心」，鼓勵教師接受「全英語教學」訓練，聘用具有英語教學能力的教師，開授全英語課程，將其視為高等教育國際化的理想。當前臺灣面臨雙語國家政策內涵和目標的論述與法令不符、各級學校雙語師資不足缺乏誘因與配套措施、學校實施雙語教育缺乏適合的課程教材和評量、學生雙語學習產生城鄉差距與學習落差現象、偏重全英語教學活動影響學生的專業知能和雙語國家政策扭曲為全英語教學造成各種弊端等問題。建議我國政府應該將政策修正為多語主義，取得多語主義政策觀點的共識、擴大多語教育師資培育，增加多語教學的誘因和配套措施、鼓勵民間出版社積極參與，進行各種語言課程教材評量的開發、經由資訊科技和傳播媒體應用，縮短數位落差和城鄉差距、師資培育課程實施，應該兼顧語言能力和專業知識和徹底實施多語主義政策，解決學校獨尊英語的亂象，才能培養一位優秀而且適任的學校教師！

This article used documentary analysis method to investigate current situations, problems and strategies of implementation bilingual nation policy in Taiwan, so that it can be a reference for making language education policy, fulfillment ideals of human rights protection and promotion of education academic. Executive Yuan accepted “Blueprint for Developing a Bilingual Nation by 2030” from National Development Council in December 2018, in order to thick plant Taiwanese English ability and to promote national competitiveness from all-round. According to the statistics has 949 public primary and middle schools jointed bilingual education programs until now. They often used CLIL, EMI and immerse bilingual instruction models. Many universities understood bilingual nation policy as EMI policy. They established EMI centers, encouraged staffs to accept EMI training, hired who can teach and offer courses in English. They thought that can accomplish the ideal of internationalization. Now Taiwan faces the arguments of bilingual nation policy to discord with decrees, shortage of bilingual teachers, incentives and supporting measures, lack of proper curricula, teaching materials and evaluations, bilingual learning occurs the urban-rural gap and digital drop phenomenon, student’s professional knowledges are insufficient and many abuses from distortes bilingual nation policy. The author suggests Taiwan government should turn into multilingualism policy, build the consensus perspectives, enlarge multilingual teacher education, increase the incentives and supporting measures of multilingual instruction, encourage publishing company to develop many languages’ curricula, teaching materials and evaluations, through application of information technology and mass media decreases urban-rural gap and digital drop, take into account both English ability and professional knowledge in teacher education and fully implement multilingualism policy to solve the chaos of exclusive English. Then, we can cultivate an excellent and competent school teacher.