| dc.description.abstract | Hakka has been recognized as a national language in Taiwan, no longer limited to a local dialect. It can be used in administrative, legislative, and judicial procedures in Hakka-speaking areas. However, the language faces a severe decline. The central government has initiated various Hakka language revitalization policies, with local governments executing language training projects. These local efforts often focus on the number of sessions, participants, and budget execution rates, rather than evaluating the impact, making it difficult to provide comprehensive improvement suggestions.
This study uses case studies, secondary data analysis, and in-depth interviews, focusing on the Hakka Language Training Project of Taoyuan City Government. It interviews stakeholders from the government, instructors, and learners, finding a 70% satisfaction rate. However, there are differences in policy performance perceptions between instructors and learners, likely due to differing expectations, information asymmetry, and identity influences. These differences can lead to disconnected between policy implementation and needs, or cause mismatches between learning motivation and promotion strategies, posing risks to policy sustainability, resource allocation disputes, and the need for strategy adjustments.
The study offers comprehensive suggestions for local governments promoting Hakka language training projects, including amending the Hakka Basic Law to designate key Hakka cultural development areas, using broadcasting to increase youth incentives, recommending evaluation systems focused on guidance and support, enhancing cross-departmental cooperation to create a Hakka-friendly environment, and strengthening technology and teaching materials to improve self-learning resources. These can serve as references for policy planners. | en_US |