Alternative Title

Children’s Hakka Language Education: How The Taiwanese and Taiwanese Diaspora Revitalize Hakka Language and Culture

Abstract

台灣的人口有多元的族群與語言群體所組成，其中包括客家族群。客家族群是一個起源於 中國，以語言爲主要特微的族群。台灣歷經多外來政權的統治，這些政權其生活方式强加 於台灣人民，其中也包括語言政策。日本殖民時期 (1895-1945) 與中國國民黨(KMT)推行 的「國語運動」(1945-1987) 皆將其語言建立為台灣得主導與國家語言。當時的統治者更 將其語言納入國家教育體系，甚至懲罰在校園中使用其他語言的孩童。自 1987 年起，為 回應過往的語言政策，台灣政府開始成立各類組織，以推動並保護國内的少數族群與文 化。2001 年，台灣政府成立客家委員會 (HAC), 旨在振興客家語言與文化，凝聚社群並 創造更多客語使用環境。這論文透過對客家委員會藍皮書的初步分析，並結合訪談與缐上 問卷調查，探討台灣政府組織與海外台灣客家族群的非政策組織 (NGOs) 如何推廣客家文 化與語言，以及兒童教育體系如何在其中延續社會階層結構。綜合研究方法與布迪厄語言 資本理論的應用，論文指出政策機構、非政府組織與兒童教育體系皆因學校缺乏少數族群 語言課程，以及因創造出以文化為界缐、與主流社會相對分離的環境，而持續在製社會階 層。

Taiwan’s population encompasses a multitude of ethnic and linguistic groups, including the Hakka, a language-defined group originating from China. Taiwan has also experienced an array of countries’ occupations, enforcing their ways of life onto the Taiwanese people, including their language. Japan’s colonization (1845-1945) and China’s Guomindang regime’s (KMT) enactment of the Mandarin-Only Movement (1945-1987) established their languages as the national language for Taiwan. The occupants implemented their languages into the national educational system, even punishing children for speaking any other language. Starting in 1987 as a response to the previous language mandates, the Taiwanese government began to establish organizations to promote and protect the country’s minority groups and cultures. In 2001, the Hakka Affairs Council (HAC) was created by the government to revitalize the Hakka language and culture, gather community, and create more Hakka language environments. Through primary analysis of the HAC’s blue book, followed by interviews and an online survey, this study explores how Taiwan’s governmental organizations, as well as the Taiwanese diaspora’s non-governmental organizations (NGOs) promote the Hakka culture and language and how the children’s educational system plays a role in the perpetuation of social hierarchy. Concluding this work, the methodologies utilized and the application of Pierre Bourdieu’s linguistic capital theory determine that the governmental, non-governmental organizations, and the children’s education system perpetuate social hierarchy through the absence of minority language courses in school systems and by creating environments distinctly based on culture, separate from the rest of the population.

Advisor

Matsuzawa, Setsuko

Second Advisor

Bonk, James

Department

Chinese Studies; Sociology and Anthropology

Keywords

Anthropology, Chinese, Culture, Educational System, Governmental Policy, Hakka, Identity, Language, Linguistic capital, Pierre Bourdieu, Revitalization, Social Hierarchy, Taiwan

Publication Date

2026

Degree Granted

Bachelor of Arts

Document Type

Senior Independent Study Thesis

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© Copyright 2026 Meghan E. Neville