| Summary: | 碩士 === 國立交通大學 === 客家文化學院客家社會與文化學程 === 104 === According to the investigations of Hakka Committee these years, the fate of Taiwan Hakka Language passing on to future generations is facing a crisis. The coming thirty years will be the key generation for reversing this trend. Learning of Mother tongue is naturally progressing in family and community. Since both are malfunctional, the duty is thus laid on primary schools. In light of this, this study aims to construct a quasi kohanga reo through action research on San Min Primary School in the eastern district Hsinchu City in order to create a Hakka learning environment and elevate students’ Hakka literacy.
Research targets focus on 16 children in school at grade five, coordinated by their parents and other teachers. This study lasted for eight months in School Year 104, consisting of five phases. Reflective records of anecdotes, weekly parents’ feedback forms and interviews were used as the basis of reviews. Modification and modulation were continually conducted in each phase according to prior problems and strategies. By using constant reflection and reviews, students’ Hakka literacy was found to enhance greatly, and the mode for constructing a quasi kohanga reo was also developed. Experimental results are concluded as follows:
1. Constructing a quasi kohanga reo to elevate students’ Hakka language literacy
2. Extending the quasi kohanga reo to families
3. Providing a mode for constructing a quasi kohanga reo
Hopefully this research can offer related suggestions to our government, schools and teachers. And to expand the quasi kohanga reo experiments prospectivelly at major Kakka population development areas, in expectation of the Hakka language to be turnned into a regional teaching language.
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