An investigation of school language phenomena in Miaoli and a study on reconstruction strategies of Hakka language environment

Project Details


According to the evaluation of UNESCO's language vitality and endangerment index, the overall vitality of Taiwan's Hakka language is "critically endangered", and among the 9 evaluation indicators of "language vitality", one of them is "Hakka language education and learning to read and write materials". ”, compared with the education-related policies implemented by the Hakka Committee for Hakka rejuvenation education in the past 21 years: Hakka language proficiency certification examinations for young children, elementary, intermediate, intermediate and advanced levels, Hakka language teacher system, Hakka life school, Hakka language in-depth cultivation service, Hakka language immersion teaching, Hakka language combined with 12-year national education curriculum, Hakka-Chinese bilingual experimental teaching, construction of Hakka language teaching digital learning network... and many other subsidy programs, do they meet the above evaluation indicators? Only in-depth school investigation can know the different results of policy implementation in different places.We take the "region" as the object of discussion. The recovery of Hakka language cannot be achieved only by school education. It requires the cooperation of schools, families and communities to rebuild a friendly Hakka language environment. This research focuses on the Hakka culture. "Areas" of key development areas. For different population regions, different strategies must be adopted in the implementation of Hakka language policy in order to achieve better implementation results. In the first year, the focus will be on Miaoli County, where all towns in the county are key development areas, and the second year will focus on Hualien County, which has a diverse population but little Hakka-related research. Between regions, school administrators, Hakka language teachers, non-Hakka language teachers, students, parents, etc., have the understanding, attitude, and implementation effectiveness, difficulties and suggestions of Hakka language rehabilitation education measures of the Hakka Committee, which can be used as Hakka language environment reconstruction. Reference to the "school" side of the strategy.
Effective start/end date1/08/2231/07/23

UN Sustainable Development Goals

In 2015, UN member states agreed to 17 global Sustainable Development Goals (SDGs) to end poverty, protect the planet and ensure prosperity for all. This project contributes towards the following SDG(s):

  • SDG 4 - Quality Education
  • SDG 12 - Responsible Consumption and Production
  • SDG 15 - Life on Land
  • SDG 17 - Partnerships for the Goals


  • Hakka language revival
  • language vitality
  • language phenomenon
  • Miaoli County


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