| Summary: | 碩士 === 國立屏東大學 === 文化創意產業學系碩士班 === 103 === Due to the decline of Hakka language, Hakka Affairs Commission of Kaohsiung City Government counseled the kindergarten to implement "Hakka Immersion Program” as from 2013, expect to keep Hakka language through the program. This study aimed to investigate the implementation and performance of Hakka immersion program in Kindergartens in Meinong District, Kaohsiung City, the context included : (1) Analysis of the current implementation of the program in kindergartens in Meinong district, Kaohsiung City；(2) Analysis of the difficulties of the program in kindergartens in Meinong district, Kaohsiung City ; (3) Analysis of the practice effects of the program in kindergartens in Meinong district, Kaohsiung City ; (4) Exploration of the difficulties of background factors affecting among early childhood education teachers.
The target objects were 11 public and private kindergartens and 36 early childhood education teachers. A total of 36 valid samples were retrieved, with a valid return rate of 100%. The researcher examined the implementation of the Hakka Immersion program through questionnaire survey find out the early childhood education teachers. The data were analyzed using SPSS for mean, standard deviation, t-test, and one-way ANOVA, and deep interviews were applied to support the assessment results. The main results of this study indications:
1. The implementation of Hakka immersion program in kindergartens in Meinong district, Kaohsiung city:
(1) The Current Implementation of the Program : The assessment results show that the early childhood education teachers have the ability for implement the principle of Hakka Immersion Program, and enhance professional competences through attending the workshops. The interview qualitative results reflect that the Hakka language course of early childhood education teachers are combined with multiple teaching materials, in addition to those teachers encourage families provide Hakka-speaking environment to increase frequency of the children’s speaking efficiently. However, the interview qualitative results reflect if kindergartens can provide administrative support and teaching sources sufficiently, the passion of the early childhood education teachers will be stronger.
(2) The Difficulties of the Program : The assessment results show that the difficulties of the early childhood education teachers are lacking teaching resource so that the effects are reduced.
(3) The Practice effects of the Program :Both the assessment results and interview qualitative results show that children who attending the plan improved their Hakka listening and speaking significantly, but the proficiency in conversation are inefficient. It is proposed that if teachers can constructed Hakka-speaking environment through various Hakka topics to develop children’s study interest, then proficiency in conversation can be improved.
2. The difficulties of background factors affecting among early childhood education teachers.
(1) The early childhood education teachers in public kindergartens and private kindergartens’ performances in each aspect of Hakka immersion program reached significant difference, after comparing the data, the researcher found the presentation of public groups were better than private groups obviously, it means the public groups’ implementation was better than private groups in general.
(2) Longer seniority and shorter seniority of the early childhood education teacher in each aspect of Hakka immersion program did not reach significant difference, it shows seniority were not the factor in implementation, difficulties and effort in Hakka immersion program.
(3) The Hakka and non-Hakka early childhood education teacher in each aspect of Hakka immersion program did not reach significant difference, it shows ethnic backgrounds were not the factor in implementation, difficulties and effort in Hakka immersion program.
(4) The early childhood education teacher with better Hakka language capacity or not in each aspect of Hakka immersion program did not reach significant difference, it shows Hakka language capacity were not the factor in implementation, difficulties and effort in Hakka immersion program.
(5) The early childhood education teachers achieved certification of Hakka language proficiency or not reached significant difference, after comparing the data, the researcher found the presentation of the groups achieved certification of Hakka language proficiency were better than others, it means the implementation of groups achieved certification was better than others in general.
Based upon the conclusions of this study, some suggestions about teacher education, education and administrative affairs and family participation are proposed for the reference of government institution, kindergarten, family and community in future to execute Hakka language immersion.
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