雖然高等教育推崇培育多元文化素養與國際本土並重，大學語言教育卻偏重外語，年輕世代的台語環境不但斷層，台語甚少成為教學或學術語言。在當代語言教學，融合學科內容與語言學習的教學法，例如CLIL（Content and Language Integrated Learning）已是主流。鑑於此，筆者於南部某大學語言學通識課程實踐台語授課，課程設計融入CLIL的四要素（學科知識、思維、溝通、文化）。我們以教學前後的問卷收集資料，探討台語授課對於提升學生的多語素養與台語態度之成效。問卷內容包含修課學生對於台語的態度以及學生在各方面使用台語的頻率，我們並根據學生以台語從事學習與休閒活動的頻率將之分為三分群：低頻、中頻、高頻。主要發現如下：整體而言，台語授課可提升學生對台語正向態度與多語素養，尤其是提升學生對於台語對話的「知識性」認同已相當於華語、英語；三分群學生中，台語授課對「中頻率使用者」的正面影響最佳。上述發現對推動本土語言以及培育多元語文素養的啟發有二：（1）融入CLIL精神的台語授課有助於大學實踐多元語文教育；（2）授課語言多元化是強化大學生培育台語能力的契機。

Language education in Taiwan at the college level favors foreign tones; consequently, neither is Taiwanese education implemented, nor is the language practiced as the medium of instruction. As the pedagogy combining language and knowledge learning, such as CLIL (Content and Language Integrated Learning), has been the trend, the principal researcher in this study designs a Taiwanese-as-medium-of-instruction course (“TMI” hereafter) teaching linguistics for college general education in Taiwan. The curriculum integrates CLIL’s four core elements, i.e., content, cognition, communication, and culture. By using questionnaires, before and after the teaching, this study examines how TMI promotes students’ multilingualism and affects their attitudes toward Taiwanese. We divide students into three clusters based on their frequencies in using Taiwanese in leisure and study contexts. The findings are as follows. Overall, TMI fortifies multilingualism and a positive attitude toward Taiwanese, especially as students credit Taiwanese conversation as informational as their Mandarin and English counterparts. Students with a mid-level frequency in using Taiwanese in leisure and study contexts display significantly positive impact of TMI. We conclude that TMI helps create a multilingual climate in college education, and multilingual college education is critical for improving students’ Taiwanese proficiency.