| 英文摘要 |
To preserve at-risk Hakka language, Pingtung Hakka Affairs Department implemented the Hakka language immersion programs in early childhood settings. The purposes of this study were to understand the situation of children's language use in Hakka immersion program. The main research questions included: (1) What are the percentages of Hakka and Chinese language uses when children talked to teachers and peers? (2) What are the percentages of Hakka and Chinese language uses when children in different types of activities? Researcher chose one outstanding Hakka immersion teachers' classrooms as the main research field. Research first observed the classroom intensively for one month, and then chose four children with different language backgrounds and genders to do further observation and analysis. Research results were: (1) when interacting with teachers, the percentage of children's Hakka language use is higher than that of Chinese use. However, when interacting with peers, the percentage of children's Chinese use is higher than that of Hakka language use. The gap between different language uses is large; (2) when participating in group activities, the percentage of children's Hakka language use is higher than that of Chinese use. When participating in small-group activities, children's use of Chinese is higher than that of Hakka language use. Researcher discusses language status, language types, language ability, and children's age as possible influential factors. In the final part, researcher provides some suggestions for Hakka immersion program implementation and related policy. |
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