隨著人工智慧（Artificial Intelligence, AI）技術的迅速發展，其在語言翻譯與保存領域的應用逐漸受到關注。特別是在全球語言多樣性面臨嚴重流失的背景下，如何運用AI技術協助瀕危語言的保存與復振，已成為當今重要研究議題。尤其臺灣16族原住民族語言多數處於瀕危狀態，其中太魯閣族語也面臨使用人口減少與世代傳承斷層等挑戰。
本研究以太魯閣族語為例，探討AI技術在原住民族語言保存與復振中的應用潛力，以及不同利害關係人對AI技術的期待、想像與實際使用經驗。並採用質性研究方法，透過深度訪談，邀請太魯閣族語使用者，包括族語教師、文化工作者及青年學習者，以及AI技術開發者等不同背景的受訪者參與研究，蒐集其對AI應用於族語保存的經驗與觀點，研究並歸納不同群體對AI技術的認知、期待、疑慮及實踐策略。
研究結果指出，AI技術能有效提升太魯閣族語數位化效率，協助語料建置、教材生成、語音學習及跨世代知識傳承，也有助於提升年輕世代接觸族語的意願。然而，多數受訪者認為，AI並非族語保存的唯一解方，其效益仍須建立在部落文化脈絡、真人互動及族人共同參與之上。此外，研究也發現，語料不足、語言標準化困難、文化知識詮釋、資料所有權、倫理規範及原住民族資料主權等問題，是AI技術發展過程中不可忽視的重要挑戰。技術開發者則普遍認為，未來AI模型應採取與部落共同設計（Co-design）及共同治理（Co-governance）的模式，建立兼顧技術創新與文化尊重的發展機制。
本研究從傳播科技與原住民族傳播的視角出發，分析AI技術如何作為文化傳播與語言復振的新媒介，並探討科技、文化與社群之間的互動關係。研究成果除了可補充AI與原住民族語言保存相關研究之學術缺口，也可提供政府、教育機構、語言推廣單位及AI技術開發團隊在族語數位轉型及智慧科技應用的政策與實務參考，期望促進科技發展與原住民族文化永續的平衡發展。

With the rapid development of artificial intelligence (AI), its applications in language translation, preservation, and revitalization have attracted increasing attention. Amid the global decline of linguistic diversity, AI has emerged as a potential tool for supporting endangered languages. In Taiwan, most of the 16 Indigenous languages face varying degrees of endangerment, and Truku, the language of the Truku Indigenous people, confronts challenges including declining numbers of speakers and disruptions in intergenerational transmission.
This study examines the potential of AI technology in Indigenous language preservation and revitalization, focusing on Truku, and explores how different stakeholders perceive, envision, and experience the use of AI. Using a qualitative research approach, the study conducted in-depth interviews with Truku language users, including language teachers, cultural workers, and young learners, as well as AI technology developers. The research analyzes their perceptions, expectations, concerns, and strategies regarding the application of AI to language preservation.
The findings indicate that AI can enhance the digitalization of Truku, facilitate corpus development, generate educational materials, support speech-based learning, and promote intergenerational knowledge transmission. It may also increase younger generations’ opportunities and willingness to engage with the language. However, AI is not a standalone solution. Its effectiveness depends on cultural contexts, face-to-face human interaction, and the active participation of Indigenous communities. Major challenges include limited language resources, difficulties in language standardization, interpretation of cultural knowledge, data ownership, ethical considerations, and Indigenous data sovereignty. Technology developers further emphasize the importance of co-design and co-governance with Indigenous communities to ensure that technological innovation is compatible with cultural values and community needs.
From the perspectives of communication technology and Indigenous communication, this study conceptualizes AI as an emerging medium for cultural communication and language revitalization. It further examines the interactions among technology, culture, and community. The findings contribute to research on AI and Indigenous language preservation and provide practical and policy implications for governments, educational institutions, language revitalization organizations, and AI developers seeking to advance the digital transformation of Indigenous languages while promoting culturally sustainable technological development.

李台元（2016）。《台灣原住民族語言的書面化歷程》。政大出版社。
汪秋一（2016）。原住民族語言政策法制化之探討。《台灣原住民族研究學報》，6（2），105–129。
林宜蓁（2009）。原住民學生族語數位學習之研究。《中華印刷科技年報》，2009，595–607。https://doi.org/10.30153/JCAGST.200903.0036
洪惟仁（2002）。台灣的語言政策何去何從。載於施正鋒（編），《各國語言政策：多元文化與族群平等》（頁501–542）。前衛出版社。
洪惟仁（2024）。《臺灣社會語言地理學研究．第一冊：臺灣語言的分類與分區：理論與方法》。前衛出版社。
高子洵（2016）。《原住民數位典藏網站易用性研究》（碩士論文）。淡江大學資訊與圖書館學系，臺北市。https://doi.org/10.6846/TKU.2016.00944
孫大川（2000）。《夾縫中的族群建構：台灣原住民的語言、文化與政治》。台北：聯合文學。
財團法人國家實驗研究院國家高速網路與計算中心。https://www.nchc.org.tw/?utm_source=chatgpt.com
財團法人原住民族語言研究發展基金會（2025）。《112–114年原住民族語言能力與使用狀況調查報告》。財團法人原住民族語言研究發展基金會。
原住民族委員會。（2004）。原住民族身分別及族別認定相關公告（太魯閣族正名）。https://www.cip.gov.tw/zh-tw/tribe/grid-list/F0736660B8023670D0636733C6861689/info.html?cumid=8F19BF08AE220D65
原住民族委員會（2016）。 103–104 年原住民族語言使用狀況調查報告。原住民族委員會。
原住民族委員會。（2017）。原住民族語言發展法。https://law.moj.gov.tw/LawClass/LawAll.aspx?pcode=D0130037
原住民族委員會（2020）。《建構原住民族教育文化知識體系中長程計畫（110年－114年）》。原住民族委員會。
國家高速網路與計算中心（2023）。〈原住民族語言人工智慧科技平台研發與教育應用〉。國科會人文處「以包容為導向之科技計畫」。https://www.ttfi.com.tw/project02-item/aboriginal-language
張學謙（2011）。從學校語言到生活語言：邁向原住民族語復振。《台灣原住民族研究學報》，1（3），157–182。
許韋晟（2019）。《太魯閣語指示詞的語法化研究》［博士論文，國立清華大學語言學研究所］。
黃美金（2014）。台灣原住民族語復振工作之回顧與展望。臺灣語文研究，9（2），67–88。
黃瑞琴（1999）。質性教育研究方法。心理出版社。
楊素婷、鄭淵全（2024）。臺灣原住民族之民族教育師資培育探究。《台灣原住民族研究》，17（2），33–57。https://doi.org/10.29910/TJIS.202412_17(2).0002
趙素貞（2014）。臺灣原住民族語教育政策之批判論述分析。《課程研究》，9（2），53–78。
翟振孝（2004）。〈去脈絡與再脈絡化：建置人類學文物數位典藏後設資料的反思〉。《人類學知識的數位典藏與加值應用研討會》，頁2-1–2-24。臺北：數位典藏國家型科技計畫內容發展分項計畫、人類學主題小組。
廖曉雯（2025）。《學習排灣族語的動機、方法與環境：族人與非族人的比較》（碩士論文）。國立中山大學社會學系原住民碩士在職專班。
蔡珮（2012）。台北都市原住民族群電視消費與族群認同建構之關聯性初探。《新聞學研究》，110，125–169。
Amershi, S., Cakmak, M., Knox, W. B., & Kulesza, T. (2014). Power to the people: The role of humans in interactive machine learning. AI Magazine, 35(4), 105–120.
Benjamin, R. (2019). Race after technology: Abolitionist tools for the New Jim Code. Polity.
Besacier, L., Barnard, E., Karpov, A., & Schultz, T. (2014). Automatic speech recognition for under-resourced languages: A survey. Speech Communication, 56, 85–100.
Bibauw, S., François, T., & Desmet, P. (2019). Discussing with a computer to practice a foreign language: Research synthesis and conceptual framework of dialogue-based CALL. Computer Assisted Language Learning, 32(8), 827–877. https://doi.org/10.1080/09588221.2018.1535508
Bird, S. (2020). Decolonising speech and language technology. In Proceedings of the 28th International Conference on Computational Linguistics (pp. 3504–3519).
https://doi.org/10.18653/v1/2020.coling-main.313
Blust, R. (2013). The Austronesian languages (Rev. ed.). Asia-Pacific Linguistics, Australian National University.
Bourdieu, P. (1991). Language and symbolic power. Harvard University Press.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
Carroll, S. R., Rodriguez-Lonebear, D., & Martinez, A. (2019). Indigenous data governance: Strategies from United States native nations. Data Science Journal, 18(31). https://doi.org/10.5334/dsj-2019-031
Carroll, S. R., Garba, I., Figueroa-Rodríguez, O. L., Holbrook, J., Lovett, R., Materechera, S., Parsons, M., Raseroka, K., Rodriguez-Lonebear, D., Rowe, R., Sara, R., Walker, J. D., Anderson, J., & Hudson, M. (2020). The CARE principles for Indigenous data governance. Data Science Journal, 19(1), 1–12. https://doi.org/10.5334/dsj-2020-043
Catalogue of Endangered Languages. (2026). Seediq. University of Hawaiʻi at Mānoa. https://www.endangeredlanguages.com/elp-language/515
Central Intelligence Agency. (2023). The World Factbook: World—People and society—Languages. https://www.cia.gov/the-world-factbook/countries/world/#people-and-society
Couldry, N. (2012). Media, society, world: Social theory and modern media practice. Polity Press.
Crawford, K. (2021). Atlas of AI. Yale University Press.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.
Crystal, D. (2000). Language Death. Cambridge University Press.
Crystal, D. (2006). Language and the Internet. Cambridge University Press.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340.
Denzin, N. K., & Lincoln, Y. S. (2018). The SAGE handbook of qualitative research (5th ed.). SAGE.
Dorais, L.-J. (2010). The language of the Inuit: Syntax, semantics, and society in the Arctic. McGill-Queen's University Press.
Dorian, N. C. (1981). Language death: The life cycle of a Scottish Gaelic dialect. University of Pennsylvania Press.
Duranti, A. (1997). Linguistic anthropology. Cambridge University Press.
Edwards, J. (2009). Language and identity: An introduction. Cambridge University Press.
Eisenstein, J. (2019). Introduction to natural language processing. MIT Press.
Fishman, J. A. (1991). Reversing language shift. Multilingual Matters.
Galla, C. K. (2016). Indigenous language revitalization, promotion, and education: Function of digital technology. Computer Assisted Language Learning, 29(7), 1137–1151. https://doi.org/10.1080/09588221.2016.1166137
Giles, H., Bourhis, R. Y., & Taylor, D. M. (1977). Towards a theory of language in ethnic group relations. In H. Giles (Ed.), Language, Ethnicity and Intergroup Relations (pp. 307–348). Academic Press.
Grenoble, L. A., & Whaley, L. J. (2006). Saving Languages: An Introduction to Language Revitalization. Cambridge University Press.
Hall, S. (1996). Introduction: Who needs 'identity'?. In S. Hall & P. du Gay (Eds.), Questions of cultural identity (pp. 1–17). SAGE Publications.
Harrison, K. D. (2007). When languages die: The extinction of the world’s languages and the erosion of human knowledge. Oxford University Press.
Hepp, A. (2013). Cultures of mediatization. Polity Press.
Hermes, M., Bang, M., & Marin, A. (2012). Designing indigenous language revitalization. Harvard Educational Review, 82(3), 381-402.
Himmelmann, N. P. (2006). Language documentation: What is it and what is it good for? In J. Gippert, N. P. Himmelmann, & U. Mosel (Eds.), Essentials of language documentation (pp. 1–30). Mouton de Gruyter. https://doi.org/10.1515/9783110197730.1
Hinton, L. (2011). Language revitalization and language pedagogy: New teaching and learning strategies. Language and Education, 25(4), 307–318.
Hinton, L. (2018). Flambeau of hope: Language revitalization in Indigenous communities. University of Arizona Press.
Hornberger, N. H. (2008). Can schools save indigenous languages? Policy and practice on four continents. Palgrave Macmillan.
Inuit Tapiriit Kanatami. (n.d.). Inuktut language initiatives. Retrieved August 20, 2026, from https://itk.ca/projects/inuktut/
International Organization for Standardization. (2019). Ergonomics of human-system interaction—Part 210: Human-centred design for interactive systems (ISO Standard No. 9241-210:2019). ISO.
Jasanoff, S. (Ed.). (2004). States of knowledge: The co-production of science and social order. Routledge.
Jasanoff, S., & Kim, S.-H. (2015). Dreamscapes of modernity: Sociotechnical imaginaries and the fabrication of power. University of Chicago Press.
Jones, G. M., & Uribe-Jongbloed, E. (Eds.). (2013). Social media and minority languages. Palgrave Macmillan.
Joshi, P., Santy, S., Budhiraja, A., Bali, K., & Choudhury, M. (2020). The state and fate of linguistic diversity and inclusion in the NLP world. In D. Jurafsky, J. Chai, N. Schluter, & J. Tetreault (Eds.), Proceedings of the 58th Annual Meeting of the Association for Computational Linguistics (pp. 6282–6293). Association for Computational Linguistics. https://doi.org/10.18653/v1/2020.acl-main.560
Jurafsky, D., & Martin, J. H. (2026). Speech and language processing: An introduction to natural language processing, computational linguistics, and speech recognition with language models (3rd ed.). Stanford University. Online manuscript released January 6, 2026.
Kann, K. (2021). When can neural language models learn meaningful representations of low-resource languages?
Kann, K., Ebrahimi, A., Mager, M., Oncevay, A., Ortega, J. E., Rios, A., Fan, A., Gutierrez-Vasques, X., Chiruzzo, L., Giménez-Lugo, G. A., Ramos, R., Meza Ruiz, I. V., Mager, E., Chaudhary, V., Neubig, G., Palmer, A., Coto-Solano, R., & Vu, N. T. (2022). AmericasNLI: Machine translation and natural language inference systems for Indigenous languages of the Americas. Frontiers in Artificial Intelligence, 5, 995667. https://doi.org/10.3389/frai.2022.995667.
Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of Instructional Development, 10(3), 2–10.
Koehn, P. (2020). Neural machine translation. Cambridge University Press.
Kukutai, T., & Taylor, J. (Eds.). (2016). Indigenous data sovereignty: Toward an agenda. ANU Press.
Li, Paul Jen-kuei. (2004). Studies on Formosan languages. Academia Sinica.
Maffi, L. (2005). Linguistic, cultural, and biological diversity. Annual Review of Anthropology, 34, 599–617.
Mager, M., Gutierrez-Vasques, X., Sierra, G., & Meza-Ruiz, I. (2018). Challenges of language technologies for the Indigenous languages of the Americas. In Proceedings of the 27th International Conference on Computational Linguistics (pp. 55–69). Association for Computational Linguistics.
Mager, A. (2019). Search engine algorithmic fairness and Indigenous Data Sovereignty. Information, Communication & Society, 22(12), 1780-1798.
Mager, M., Oncevay, A., Ebrahimi, A., Ortega, J., Rios, A., Fan, A., Gutierrez-Vasques, X., Chiruzzo, L., Giménez-Lugo, G., Ramos, R., Meza Ruiz, I. V., Coto-Solano, R., Palmer, A., Mager-Hois, E., Chaudhary, V., Neubig, G., Vu, N. T., & Kann, K. (2021). Findings of the AmericasNLP 2021 shared task on open machine translation for Indigenous languages of the Americas. In Proceedings of the First Workshop on Natural Language Processing for Indigenous Languages of the Americas (pp. 202–217). Association for Computational Linguistics. https://doi.org/10.18653/v1/2021.americasnlp-1.23
Manatū Taonga Ministry for Culture and Heritage. (2023). Mātauranga Māori in the media. https://www.mch.govt.nz/publications/matauranga-maori-media
McCarty, T. L. (2003). Revitalising Indigenous languages in homogenising times. Comparative Education, 39(2), 147–163.
McCarty, T. L. (2013). Language planning and policy in Native America. Multilingual Matters.
McLuhan, M. (1964). Understanding media: The extensions of man. McGraw-Hill.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
National Research Council Canada. (2026). Fact sheet: Indigenous languages technology project. Government of Canada. Retrieved August 20, 2026, from https://nrc.canada.ca/en/research-development/research-collaboration/programs/fact-sheet-indigenous-languages-technology-project
Neubig, G., & Hu, J. (2018). Rapid adaptation of neural machine translation to new languages. In E. Riloff, D. Chiang, J. Hockenmaier, & J. Tsujii (Eds.), Proceedings of the 2018 Conference on Empirical Methods in Natural Language Processing (pp. 875–880). Association for Computational Linguistics. https://doi.org/10.18653/v1/D18-1103
Noble, S. U. (2018). Algorithms of oppression. NYU Press.
Norman, D. A. (1988). The psychology of everyday things. Basic Books.
Papa Reo. (n.d.). Papa Reo: Enabling a sovereign digital future for indigenous languages. Retrieved August 23, 2026, from https://papareo.nz/
Pinhanez, C., Cavalin, P., Storto, L., Finbow, T., Cobbinah, A., Nogima, J., Vasconcelos, M., Domingues, P., Mizukami, P. de S., Grell, N., Gongora, M., & Gonçalves, I. (2024). Harnessing the power of artificial intelligence to vitalize endangered Indigenous languages: Technologies and experiences. arXiv. https://doi.org/10.48550/arXiv.2407.12620
Prensky, M. (2001). Digital natives, digital immigrants part 1. On the Horizon, 9(5), 1-6.
Russell, S., & Norvig, P. (2021). Artificial intelligence: A modern approach (4th ed.). Pearson.
Sapir, E. (1921). Language: An introduction to the study of speech. Harcourt, Brace and Company.
Schuler, D., & Namioka, A. (Eds.). (1993). Participatory design: Principles and practices. Lawrence Erlbaum Associates.
Simonsen, J., & Robertson, T. (Eds.). (2013). Routledge international handbook of participatory design. Routledge.
Skutnabb-Kangas, T. (2000). Linguistic genocide in education or worldwide diversity and human rights? Lawrence Erlbaum Associates.
Smith, L. T. (2021). Decolonizing methodologies: Research and Indigenous peoples (3rd ed.). Zed Books.
Te Hiku Media. (n.d.). Te Hiku Media. Retrieved August 23, 2026, from https://tehiku.nz/
Tang, A. A.-Y. (2011). From diagnosis to remedial plan: A psycholinguistic assessment of language shift, L1 proficiency, and language planning in Truku Seediq [Doctoral dissertation, University of Hawaiʻi at Mānoa]. ScholarSpace. https://scholarspace.manoa.hawaii.edu/items/7df816c3-a234-48b0-abdf-55f7ceb8b271
UNESCO. (2003). Language vitality and endangerment. UNESCO Ad Hoc Expert Group on Endangered Languages.
UNESCO. (2021). The International Year of Indigenous Languages: Mobilizing the international community to preserve, revitalize and promote indigenous languages. UNESCO.
Vansina, J. (1985). Oral tradition as history. University of Wisconsin Press.
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425–478.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Warschauer, M. (2004). Technology and social inclusion: Rethinking the digital divide. MIT Press.
Wilson, S. (2008). Research is ceremony: Indigenous research methods. Fernwood Publishing.
Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89-100.