受到社會變遷、人口流動及家庭語言選擇改變等因素影響，客語的世代傳承面臨挑戰。學校教育雖為語言復振的重要場域，但若客語僅作為單一語科的學習內容，學生仍缺乏實際使用客語的機會。桃園市政府客家事務局於111學年度推動「國小客華雙語教學計畫」，將客語融入不同學科，使其成為課程說明與課堂互動的語言資源。本研究以語言復振、第二語言習得、語碼轉換及雙語教育等理論為基礎，探討客華雙語課堂中師生語碼轉換、師生發話率及課堂互動型態之變化。研究對象為參與計畫之九所國民小學、24位教師及其授課班級，並以24個班級為獨立分析單位。研究者蒐集各班期初與期末之課堂錄影、逐字稿及語言統計資料，利用「課室語言語料庫平台」進行影片與文字稿對應及語言編碼，再統計師生發話量、語言使用比例、話輪轉換次數及平均話輪轉換時間，並配合逐字稿與課堂影片進行質性分析。 研究結果顯示，師生除使用華語句及客語句外，亦會依課堂情境運用客華混語及華客混語。24組中，教師客語發話比例有12組提升、12組下降；學生總發話量有15組增加，客語發話量有14組增加；另有17組之話輪轉換次數增加，18組之平均話輪轉換時間縮短，顯示多數班級於期末出現較多師生語言往返。然而，各項數量與比例未必同步變化，仍須配合課程內容與課堂情境判讀。質性語料顯示，部分學生由複誦、單詞或簡短回應，逐步發展為較完整的客語句型與主動表達。本研究並歸納出「教師主導且口語互動有限」、「互動數量與語言比例變化不一致」及「師生互動頻率提升」三種代表性樣態。各班差異可能與教師教學、課程活動、學生語言經驗及桃園客庄社會語言環境相關，但不宜推論直接因果關係。綜合而言，客華雙語教學透過教學模組、教師增能、共同備課、課堂觀察、語料回饋及團隊持續支持，協助教師將客語能力轉化為雙語教學能力，增加學生在正式課程中理解、回應及使用客語的機會，並可作為客語教育與語言復振持續推動之參考。;Social change， population mobility， and shifts in family language choices have challenged the intergenerational transmission of Hakka. Although school education is an important setting for language revitalization， students may still lack opportunities to use Hakka when it is taught only as a language subject. During the 2022–2023 academic year， the Department of Hakka Affairs of the Taoyuan City Government implemented the Elementary School Hakka–Mandarin Bilingual Education Program， integrating Hakka into different subject areas and using it as a resource for instruction and classroom interaction. Drawing on theories of language revitalization， second language acquisition， code-switching， and bilingual education， this study examined changes in teacher–student code-switching， utterance rates， and classroom interaction patterns. The participants comprised 24 teachers and their classes from nine elementary schools involved in the program. Each of the 24 classes was treated as an independent unit of analysis. Classroom videos， transcripts， and language-use statistics were collected at the beginning and end of the program. The Classroom Language Corpus Platform was used to align the videos with the transcripts and code classroom utterances. Teacher and student utterances， language-use proportions， turn-taking frequency， and mean turn-taking time were calculated and interpreted alongside the transcripts and classroom videos. The findings showed that teachers and students used complete Mandarin and Hakka utterances， as well as Hakka–Mandarin and Mandarin–Hakka mixed utterances， according to classroom contexts. Among the 24 classes， the proportion of teachers’ complete Hakka utterances increased in 12 classes and decreased in 12 classes. Students’ total utterances increased in 15 classes， while their complete Hakka utterances increased in 14 classes. In addition， turn-taking frequency increased in 17 classes， and mean turn-taking time decreased in 18 classes， indicating more frequent teacher–student verbal exchanges in most classes at the end of the program. However， changes in utterance quantities and proportions did not necessarily occur in parallel and therefore required interpretation in relation to course content and classroom contexts. Qualitative data further showed that some students progressed from repetition， single words， or brief responses to more complete Hakka sentences and active expression. Three representative classroom patterns were identified: teacher-dominated classrooms with limited oral interaction， classrooms in which interaction quantity and language-use proportions changed in different directions， and classrooms with increased teacher–student interaction frequency. Differences among classes may have been related to instructional practices， classroom activities， students’ language experiences， and the sociolinguistic environments of Hakka communities in Taoyuan; however， no direct causal relationship was inferred. Overall， through instructional modules， teacher professional development， collaborative lesson planning， classroom observation， corpus-based feedback， and sustained team support， the program assisted teachers in transforming Hakka proficiency into bilingual teaching competence. It also increased students’ opportunities to comprehend， respond to， and use Hakka in formal subject lessons， providing a reference for the continued development of Hakka education and language revitalization.
