客語準語言巢建構： 以桃園市新屋國小為例

本論文採準語言巢觀念，以實作方式，在小學校園中，營造客語使用與學習環境，以此探討客語傳承的有效方式。研究對象為桃園市新屋區新屋國民小六年級學生，而且這些學生皆已於校內學習客語五年以上。筆者於106學年度於任教六年級班級中，串聯校內教職員及家長，建構一個客語的準語言巢，再將學生安排至準語言巢內，藉由準語言巢的進行，觀察8位學童及其家戶的客語使用習慣與學習意願及成果。筆者肩負準語言巢的主要築巢者，學童及家長及相關支援活動教師為共同築巢者，並根據平日筆者與學童日常互動與應對紀錄之田野筆記，觀察學童客語能力進步情況，借由雙週聚會進行增加客語使用機會及習慣養成，並於每月所辦理的全體例會中，以客語營造語言使用環境，採親子共學方式養成達到說客語的機會的增加，學校其他老師的共同參與及支援活動的薪傳師或講師，擴大準語言巢範圍，促使親師生間的客語使用習慣養成。藉由不同活動的設計達到客語教學目的及環境的營造來增加學童說客語的機會，進而改變客語使用的習慣的養成。經過四階段的進行確實有顯著的進步與改變，本研究論文的成果為：一、準語言巢環境的營造建構二、使用客語的機會增加三、客語能力的進步四、客語使用習慣的養成改變再則，本研究提供一個築巢模式與知識經驗值，可供日後欲築巢者及學校作為參考，研究發現在客語重點區推行準語言巢實驗班是可行的一個方案。

關鍵字

準語言巢；語言巢；客語生活學校；沉浸式教學；語言復興

並列摘要

This thesis adopted the idea of quasi kōhanga reo (or language nest), and by means of practical implementation, fostered an environment for using and learning Hakka in an elementary school campus in an attempt to explore an effective way to inherit the Hakka language. The research subjects were the sixth graders of the Sinwu Elementary School in Sinwu District, Taoyuan City, and they had been learning Hakka for over five years in the school. In teaching a sixth-grade class in 2017, the author coordinated with the teaching and clerical staff of the school and parents in constructing a quasi-Hakka kōhanga reo. The students were then arranged into this quasi kōhanga reo, through the implementation of which observation was made on 8 students’ and their households’ Hakka language use habits, and their willingness to learn and outcomes. The author undertook the role of the main nest builder of the quasi kōhanga reo, while the students, parents, and related teachers supporting the activities were co-nest builders. An observation of the progress of the students’ Hakka language ability was made based on the author’s quotidian fieldnotes that recorded the daily interaction and questions-and-answers with the students. The opportunities to use Hakka and cultivate the habit [of using it] were increased by organizing biweekly gatherings. Further, in the general meeting of each month, Hakka was used so as to create an environment for using it, and the method of parent-child co-learning was adopted to increase the opportunities for speaking Hakka. The joint participation of other teachers of the school as well as the Hakka language heritage teacher or lecturers who supported the activities enlarged the scope of the quasi kōhanga reo, which facilitated the cultivation of the habit of using Hakka among parents, teachers, and students. It was through designing different activities that the objectives of Hakka language teaching and the fostering of an environment to increase the opportunities for the students to speak Hakka were to be achieved; and this in turn cultivated the habit of using Hakka. After the activities implemented in four stages, there were really improvement and changes [in the students’ language use habits]. The results of this study are as follows: 1. The creation and construction of a quasi-kōhanga reo environment 2. Increased opportunities for using Hakka 3. Improvement in Haka language ability 4. Cultivation of the habit of using Hakka Further, this study has provided a nest-building model and an experience point of knowledge, which can serve as a reference for people and schools which intend to build language nests in the future. This study finds that implementing quasi-kōhanga reo experiment classes in key Hakka language areas is a feasible program