本研究係探討「兒童學英語」政策之制度推行至今社會大眾輿論的看法是什麼？支持以及不支持的聲音分別反映了哪些教育理念？爭議的重點有哪些？以及隨著時間的演進，社會大眾對兒童學英語的看法是否有所轉變。本研究透過文本分析整理聯合報新聞知識庫1969年起至2020年底有關兒童英語的報導共242則進行分析。
研究結果顯示：一、報導的立場大體上是支持兒童學習英語；二、支持提早學的立場，主因是認同學習英語能增進孩子的國際化與競爭力；不完全支持與不支持提早學的立場，主因是認為客觀條件（語用環境、師資、教學方式及課程安排）不足及幼兒有更重要的學習目標；三、支持與不支持的立場都訴求以促進教育公平為目標，但對於解決方式有不一樣的看法。

This study explores the public opinion of "Children's English Policy". What are the opinions of the public so far? What educational concepts do the supportive and unsupportive voices reflect? What are the key points of the controversy? And with the evolving over time, whether the public's views on children learning English have changed. This study used textual analysis to analyze a total of 242 reports about children learning English from the United Daily News Knowledge Base from 1969 to the end of 2020.
The research results show that: 1. The stance of the report is generally to support children learning English; 2. The stance of supporting early learning is mainly because they agree that learning English can enhance children’s internationalization and competitiveness; the stance of unsupporting early learning is mainly because they agree that objective conditions are insufficient (English environment, teachers, teaching methods and curriculum arrangements) and children have more important learning goals; 3. Both supportive and unsupportive stances appeal to promote educational equity which shows the same educational goals, but have different solutions.