| dc.description.abstract | This research primarily investigates the implementation of Hakka immersion teaching curriculum, instructional methods, and parental attitudes in kindergarten through an action research approach. The study focuses on children participating in the Hakka immersion teaching program in public kindergartens in Taoyuan City.
The research findings are as follows：
1. Curriculum: From unit-based instructional curriculum to thematic teaching lesson plans, the curriculum revolves around the people and objects in the children′s surrounding environment to increase their opportunities and interest in learning Hakka. The curriculum is designed to align with the practical life situations of the children, making it convenient for them to learn Hakka anytime.
2. Instruction: Concrete teaching activities, teaching materials, and teaching aids are used to guide children in learning new Hakka vocabulary and sentence patterns. The instructional activities are enjoyable, interactive, and encourage active participation and application of the new language content. Continuous reinforcement and enrichment of the children′s Hakka vocabulary and sentence structure abilities enable them to communicate in Hakka in their daily lives.
3. Parental attitudes: Parents support their children′s learning of Hakka and actively participate in their learning process, which promotes the children′s motivation and sense of achievement. Parental affirmation strengthens children′s commitment to learning Hakka.
4. Children′s learning outcomes: The early childhood stage is the most receptive period for language development, and children are capable of simultaneously acquiring two or three languages. Children naturally demonstrate learning outcomes while acquiring Hakka. Hakka immersion teaching significantly enhances children′s listening and speaking abilities in Hakka. | en_US |