台灣受到早期「獨尊日語」及「獨尊國語」的政策影響，少數族群的語言嚴重流失，甚至面臨消失之困境。直到一九八七年國內解嚴，及國際社會力求多元化之風潮，政府教育部門方才對如何保存及教育這些弱勢族群語言的議題加以重視。二○○一年九月起，原住民族語言(如同閩南語和客家話)被納入國中小正規教育體制中，各族學生也才能以較有系統的方法學習本身的族語。然而原住民族語教學實施至今已近十年，師資不稱職、教材不適用、媒體教具欠缺、混年級授課、行政支援不足、學生家長不配合等問題，仍未能有較全面性、徹底或大幅度之改善。語言教育要想成功，政策制定與行政配合、語言教材編寫、語言師資稱職度等為重要三大要素，本文將探討這近十年來台灣原住民族語師資培訓之情形。本文首先將就台灣原住民族語師資培訓之情形作一回顧，並針對族語師資培訓課程內容、培訓機構、培訓方式、講座來源等面向作簡要剖析，同時指出上述這些層面所呈現之優勢或問題，進而對未來族語師資之培育提出一些個人看法供參，希冀能協助提昇原住民族語教學成效，期能使族語復振工作早日落實。

Due to the past 'Japanese only' and 'Mandarin only' policies, many minority peoples' languages in Taiwan have disappeared or have been disappearing. With the lift of martial law in 1987 and the growing popularity of multiculturalism worldwide, how to preserve and educate these languages started to gain attention. In September of 2001, these languages, like Min and Hakka, began to be taught in elementary and junior high schools. However, problems such as insufficient competent indigenous language teachers, inappropriate textbooks, mixed students of different language proficiency, lack of administrative support, and lack of students' parents' cooperation have been awaiting improvement. There are three factors that may determine whether a language education is successful; namely, policy making and administrative support, textbook compiling, and language teachers' training. This paper attempts to examine the indigenous language teachers' training programs in the past ten years, with the focus on the courses offered, training institutions, training patterns, and instructors. The advantages and disadvantages relating to these aspects are discussed as well. This paper concludes with a proposal of the training of indigenous language teachers in the future.