| dc.description.abstract | Abstract
This study mainly investigates the implementation process of Hakka immersive education when it integrates into kindergarteners′ theme activities, as well as the strategies for teachers when they face the pressure to overcome the challenge of providing the Hakka immersive education. This study also evaluates the different backgrounds of parents for their consideration of Hakka immersive education.
In this study, a kindergarten in Taoyuan City was used as an object to implement Hakka immersive education through the designed teaching activities for three-semester. The investigator analyzes and discusses the research findings following by the design of theme activities, collection/observation of teaching feedback, project studies, record children′s accomplishments, self-review logs, and parental feedback forms. The study found that:
1. The progress of Hakka immersive education in kindergarten.
In order to attract the attention of students, teachers apply Hakka learning on playing fun games during the themed activities. Meanwhile, the teachers also encourage students to speak Hakka during the activities. It can increase the frequency for kids to speak Hakka.
2. The challenge for kindergarten teachers to implement Hakka immersive education.
The kindergarten teachers who do not speak the Hakka language or have no Hakka cultural background will be difficult to use the Hakka language to communicate with students. It will also be troublesome when they provide the Hakka immersive education.
3. Parents′ recognition of Hakka immersive education.
Regarding the cooperation of parents to use the Hakka language during the family interaction can increase the frequency of children to speak the Hakka language. It will be easier to carry over the mother Hakka language to the next generation. Parents′ recognition of Hakka immersive education affects children′s ability to listen and speak Hakka.
Based on the results, the investigator raises some concerns as below:
1.In terms of kindergarten teachers
In addition to strengthening their abilities and knowledge, it is recommended to use community resources and family support to enrich the teaching content of Hakka language for kindergarten teachers who do not have Hakka language skills and Hakka cultural background.
2.In terms of the government and related units
(1) Organize courses related to Hakka immersive education as teacher training, and integrate the summary of kindergarten educational activities into the study activities to strengthen the ability of curriculum design for preschool teachers. (2) Encourage kindergarten teachers to obtain Hakka language certification and receive the training to be Hakka kindergarten teachers. The goal is to let enthusiastic kindergarten teachers can receive qualified Hakka teacher certification.
Keywords: Kindergarten, Hakka immersive education, Mother language | en_US |