| dc.description.abstract | With the development of multiculturalism after the lifting of martial law, the national language ideology has gradually moved from assimilation and pluralism to vernacularization and internationalization, and language policy has also moved from monolingualism to bilingualism/multilingualism. The government has also intervened from top to bottom to legislate the protection of the languages and cultures of various ethnic groups. The establishment of the Hakka Affairs Council represents the first time that the Hakka ethnic group has been recognized by the state system, and the《Hakka Basic Act》marks the beginning of the institutionalization and legalization of Hakka affairs. Since the establishment of the Hakka Affairs Council, various policies on Hakka dialect and culture have been promoted, and the Hakka dialect has been introduced into school education, which has also led to the vigorous development of Hakka picture books. This study focuses on Hakka picture books and uses text analysis as the analysis method. Through the analysis of the creation background and ideology, themes and topics, Hakka cultural elements, and Hakka spirit and meaning of the picture books, the development context and publishing trend changes of Hakka picture books as well as the cultural themes and elements conveyed in the picture books are understood. The study hopes to help on-site teachers better understand the meanings and connotations conveyed by Hakka picture books, enhance their understanding and identification of Hakka culture, and effectively select appropriate picture books for use in teaching.
After the study and discussion, the following findings and conclusions can be obtained:
1、Hakka picture book publishers present four modes: official, private, official-academic cooperation, and official-private cooperation, and gradually move from official sole financing to official subsidizing and encouraging private publishing.
2、Along with the changes in the main Hakka policies and education, Hakka picture books present five processes: daily Hakka dialect, local Hakka culture, self-identification, immersive Hakka dialect, and internationalized Hakka. The main language of picture books has also moved from monolingual (Hakka) to multilingual.
3、Hakka picture books present traditional culture, daily life, and local scenery as themes to show the traditional characteristics, diversity, values, and local characteristics of the Hakka group.
4、From the cultural elements of Hakka picture books, it can be concluded that the Hakka group has the image of believing all things with spirit, valuing tea and rice as part of their traditional cuisine, valuing education, valuing clans, high cohesiveness, adapting to local conditions, making use of materials from local places, happy-go-lucky and working hard.
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