本研究旨在論述南桃園國小客家新移民子女教育之實施，並就教育政策、輔導措施、課程教學與教育人員等構面做析探，採取文獻分析與質性研究的深度訪談法蒐集資料，以獲取南桃園十三所國小在新移民子女教育的實踐資料。本研究以多元文化教育與文化再製作為理論基礎，分析教育現場的現況與困境，並歸納客家地區學校新移民子女教育的實踐。 本研究在教育政策與輔導措施方面發現：(1)新移民子女教育政策將家長納入關懷對象；(2)政策立意良好，但實踐程度有待加強；(3)部分措施有趨向多元文化，但仍欠缺語言傳承措施；(4)部分政策仍有標籤化疑慮；(5)自國外移民回台的新移民子女面臨就學銜接問題，尚未有適當的應對措施。而在課程教學與教育人員方面，包括：(1)學校落實多元文化教育優勢，欠缺第一線教育人員的共識層面；(2)校園的多元文化氛圍需持續營造；(3)非正式課程的內化深度受到質疑；(4)現行多元文化課程落實上有困難；(5)教師多元文化素養不一，影響新移民子女教育的實施；(6)教師面對學生多採「一視同仁」的態度。至於在南桃園地區新移民子女教育實踐之客家屬性方面：(1)新移民子女兼具客家新血脈的身分；(2)傳承客家文化需求優先於新移民母國語言文化；(3)全校性多元文化活動會納入在地的客家文化；(4)特殊針對新移民子女的課程有融入客家鄉土文化。 The purpose of this study focuses the implementation of the education on the new Hakka immigrants’ children in the elementary schools of Taoyuan southern area. This study analyse and explore the aspects of education policy, guidance measures, teaching curriculum, and educational personnel. Collect research data by using the in-depth interview of documentary analyses and qualitative research to obtain the data of educational implementation of the new immigrants in thirteen elementary schools in southern Taoyuan. This study is based on the multicultual education and cultural reproduction to analyse the dilemma of the current education of children of the new immigrants in Hakka areas. This study discovers five main findings in educational policies and guidance measures. As listed following: (a) The educational policy of new immigtants’ children includes the parents as part of this plan and provides them necessary services. (b) The intention of this policy is good, however, the research result shows that there are some extra efforts need to be taken to achieve the set goal. (c) Parts of the policies tend to be multicultural, and lack the measures of language passing. (d) Stereotypes might still present dubiously in parts of the policies. (e) For the moment, there is still not a specific solution in schools to help new immigrants’ children who had only schooling in their mother countries to adjust the unfamiliar educational system and environment in Taiwan. In the aspects of curriculum and teaching and of educational personnel, including: (a) Holding the advantage of putting mutilcultural education into effect in the schools lacks the agreement of the first line teachers. (b) Creating a multicultural environment in school takes continuing efforts. (c) The in-depth internalization of non-formal courses is being questioned. (d) Having difficulties in putting mutilcultural education into effect. (e) The different cultural accomplishment of each teacher that influence the educational implementation of new immigrants’ children. (f) Teachers tend to neglect the differences and treat new immigrants’ children the same with other native students. In the aspect of Hakka orientation in terms of educational implementation of children of new immigrants in the southern Taoyuan area, there are four findings: (a) New immigrants’ children are also viewed as the new generation of Hakka people. (b) The passing on of the Hakka culture takes priority over the native tongue and culture of the new immigrants. (c) School-wide multicultural activities would adopt the viewpoint of the local Hakka culture. (d) Courses specifically designed for children of new immigrants include the incorporation of grassroots Hakka culture.
