| dc.description.abstract | This study recruits the historical Hakka courses taken by 12 community colleges of Taipei city as examples, aims to consolidate their commencing process, explore the ideal course content and analyze the current status, challenges and future development of the curriculum. In the meantime, this study further discusses the understanding of multicultural education concept and its implementation in Hakka courses by investigating the perception of community colleges, lecturers and trainees. An in-depth interview was employed as the primarily research method. A total 9 school executives/administrators, 11 lecturers of Hakka courses and 26 trainees were interviewed to congregate the concepts and expectations for curriculum content and design. Research findings indicate that community colleges initiate to launch Hakka courses follow the promotion of Hakka language policy; the content and credit fees of a training course are essential to trainees’ enrollment willingness. Former Hakka courses focused on language teaching and limited its development; however, the courses should be transformed into an integration of Hakka culture and Hakka language. Lecturers would design Hakka subjectivity, vivid and rich curriculum based on the needs of students, moreover, enhance Hakka knowledge, ability and teaching skills, as well as apply the concept of multicultural education to courses. Whether a Hakka course be commenced or not directly influenced by the degree of attention of Hakka Administrative Agencies and the amount of subsidies. With the decreasing of subsidiary grants, the courses which not been issued are increased. It is suggested that Hakka Administrative Agencies might raise the amount of subsidies, relax the restriction against Hakka courses must language-based regulation, authorize lecturer to adjust teaching contents; and then observe the effectiveness of the courses transformation. The future development of Hakka course shall continuous relying on the emphases and joint efforts of Hakka Administrative Agencies, community colleges, lecturers and trainees. | en_US |