| dc.description.abstract | The purpose of this study is to discuss teaching challenges and coping strategies while adopting stories of Chinese-Hakka bilingual picture books to integrate Hakka daily life and cultural themes into teaching activities. The primary research objectives are: (1) to figure out the progress of motivating students to learn Hakka while applying “picture books” as mediums. (2) to understand issues for teachers’ Hakka teachings while using “picture books” to conduct thematic instruction. (3) to analyze achievement of the students’ learning while executing Hakka thematic instruction.
The study, through the method of action research, applies teaching reflection, observation recording, students’ worksheets, interview references, and, feedback questionnaires to facilitate data arrangement and analyses. This study finds that teachers, in application of guidance & stimulation of picture books’ graphics for the second graders, are able to bridge students’ own experiences and relate to students’ life connections. Deploying features of picture books, combining extended teaching, and, establishing tie with activities can construct intact content of Hakka situational dialogues. Using multi-teaching approaches and multi-media allows students to have clear improvement in their explicit performance of concentrations, speeches, and, interests.
Regarding to the result of integrating picture books into Hakka thematic instruction, there are suggestions for indigenous language teachers as followings: (1) combining a variety of teaching strategies in order to increase students’ concentrations. (2) establishing teamworks and jointly preparing for curriculums and sharing lesson plans. (3) actively participating workshops to acquire new lesson plans, teaching methods, and resources. These methods will be helpful to activate indigenous teachings. Moreover, there are recommendations for future researchers: (1) deepening & widening thematic lessons and increasing the time, also implementing practically. (2) after evaluating students’ level, using information system to shore up teaching. (3) accessing available resources in the vicinity of the school, adding them to curriculum mapping so as to implement further studies. | en_US |