Perceiving the situation of Hakka language shift, I as a researcher attempt to convey meanings and functions of the “language” from macro-language studies. Language is not just a language which is important to each ethnic and country. Language to ethnics is one thing with two sides; that’s to say, without one of them, the other one will never be made whole. And Language to countries can be an indicator to evaluate whether a country’s culture assets are plentiful or not.
Secondly, under different stages of national language policies, the research tries to analyze the influences of language policy to the development of ethnics. Furthermore, with the growth of localization, Hakka movements came up with it to voice Hakka language and Hakka culture out, which not only want to call for the Hakkas’ consciousness, but also ask the Government to make a set of equal language policies and actions.
Hakka language formally enters the education system from the local language as a formal course included in nine-year education plan. However, a course a week is really not enough, and it’s still have many restrictions to have contact or spread of Hakka language/culture teaching and learning. Therefore, researcher want to make an analysis on Council for Hakka Affairs’ promotion of Hakka language school with the approaches of document analysis and interview to explore the present situation, the practice contents, problems or difficulties, and the present positive results and presentations. To sum up, researcher attempts to understand the preservation and presentation of Hakka language(culture) in the field of Hakka language school.