本文嘗試以殖民語言學角度觀察，回顧臺灣信史的第一階段—荷治時期38 年間臺灣的語言政策演變與影響。筆者將從荷治時期行政當局與教會牧師兩方面，來論述其語言政策之發展與脈絡；也將觀察語言政策發展中的轉變，並探究其原因，進而分析政策推動的困境與衝突。最後整理歸納其影響，試從1.語言文字2.語文教育3.荷蘭的臺灣經驗三方面，明確指出荷治時期的語言政策與政策下形成的語文環境與教育，以及保存下來可貴的語料與教材。「語文」在教育中具有核心地位，用什麼語言作為教學語言，其實也是語言政策中最先要面對的問題，殖民者透過語言政策和教育的手段改變語言生態，甚至當權者得以實現或保障其統治的優越地位。期待透過本文的梳理探究，能夠從歷史的經驗中找到我們現今相關議題的討論與政策形成的建設性參考訊息或借鏡之處。 ; In this article, the author attempts to recall the evolution and influence of the language policy in Taiwan from the first stage, 38 years of the Dutch colonial period by analyzing from the emerging social linguistics perspectives and also observing colonial linguistic angles. By observing the administration and the missionary movement during the Dutch colonial movement during the Dutch period, research of the development, as well as the changes, of language policies will be conducted ; the reasons underneath will be investigated, and the difficulties and conflicts will also be analyzed. From these, one will be able to summarize the impacts of language policy implementation. By analyzing the three areas of language and writing, language education, and Taiwanese-Dutch colonial experience, one can clearly state that multilingualism, language policy, and educational policy during the Dutch colonial period have formed and preserved valuable language and teaching materials. ＂Language＂ has a central position in education, and which language is used as a teaching language, in fact, is the first problem encountered in language policy. The colonists used language and education policies in order to change the language ecology. Even those in power achieve or safeguard their ruling superior position by using the same means. Through the research and analysis in this article, we expect to find references from our experience of history, which can be used for constructive discussions on policy formation in related issues nowadays.