近年來，在全球化的潮流下，異國婚姻日益增多。相伴於此，具有新移民背景的學生之比例也因此增加。教育部在108學年將推出的新課綱中，將新住民語言列入選修中，然而，每週一節課的授課時間，無論對於該語言的精熟，或者更進一步，讓同校的其他學生也能從國小或國中階段開始擁有第二外語能力，這樣的措施都遠遠不足。德國自二次大戰後，引入大量的難民與外籍勞工。近年來更因為歐洲境內的移動，以及難民的接納而使得人口結構更為複雜。而具移民背景的學生的增加，也使得原先所牽涉到的經濟、政治問題，進一步發展成為社會與教育的問題。德國目前在移民人數規模較大的城市，開始針對移民背景學生設立雙語學校。因此，本研究以德國相關的研究與文獻，以及實際上針對移民背景學生所施行的雙語教育學校之經驗為研究焦點，以期對臺灣在推行移民背景學生雙語教育時能有所啟示。

Recently, with the trend of globalization, exotic marriages have been increased, and the proportion of children with the new immigrant background has been increased, too. By viewing this, the Ministry of Education begins to introduce a new curriculum in the 2018/2019 academic year, with the new residents’ languages included in the elective courses. However, one hour a week for a language course is far from enough, no matter for the children to use the language, or for other students to lean the second language from the primary or secondary school. After World War II, West Germany accepted a large number of refugees and foreign workers for the reconstruction of her economy. Recently, her demographic structure has been even more complicated by the mobility in Europe and the acceptance of refugees. With the increase of immigrant children, she not only deals with economic and political issues but also the social and educational problems. In Germany, the bilingual school for immigrant children has been currently in place in large cities. Therefore, this study focuses on the German research, literature, and policies as well as the experience from the schools conducting bilingual education. This research aims to support Taiwan government for deciding the measures in bilingual political policies offered to students with immigrant background.