CyberFair Project ID: 8150

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International Schools CyberFair Project Narrative
Title: The Well in the Desert---Mrs. Qiu, the Lady that successfully revives Chuanghua Raoping Hakka
Category: 1. Local Leaders

School: Jing Siou Elementary School
    Yuanlin City, Changhua County, Taiwan

10 students, ages 10-12 worked together to complete this CyberFair project on March 6, 2016. They have participated in CyberFair in the following year(s): None

Classes and Teachers: Mendu Qiu, Peiying Shen, Yisheng Liu

E-Mail contact:

Our School's Web Site:

Project Overview

1. Description of Our Community

Taiwan Hakka are mainly classified under Si Xian accent, Hai Lu accent Da Pu accent Raoping accent Chao An accent Nan Si Xian accent. Raoping accent is a comparatively vulnerable mother tongue. According to scholars’ researches, Raoping Hakka chiefly reside in Jhuolan, Miaoli County Liujia, Hsinchu County,Guoling, Taoyuan County and Yuanlin, Pusin, Yongjing (??), Tianwei (??), Changhua. Unfortunately, there are approximately one hundred and sixty thousand Raoping descendants in Changhua, but barely anyone there speak Raoping Hakka.

2. Summary of Our Project

Through an interview with the project’s main figure – Meidu Qiu, the research sets out with an exploration of her growing-up stories, dives deeply into her solid literature and history background, and grasps the reasons behind her accepting the mission to relive Changhua Raoping Hakka that had been lost for half century. The project researchers formed Changhua Raoping Hakka Junior Corps. They participated personally in her mother-tongue reliving courses, performed their learning achievements in school and in the community, and also recorded the performances to promote it via Internet, letting more people know that after almost a hundred year of disappearance, Changhua Raoping Hakka is now making its comeback, as if she was creating an oasis in the desert. During the research process, most of the Junior Corps members realized that they are also the members of Raoping who don’t speak their mother tongue. They also realized how much they had lost in acquiring their mother tongue while they were busy pursuing the convenience of life. Fortunate enough, however, there is someone who would stand up and take on the responsibility to restore the language. Through the action research, Chan-Rao-Ka Junior Corps hopes to evoke everyone’s attention toward local language and culture.

3. Our Computer and Internet Access

A. Percentage of students using the Internet at home:21-50%

B. Number of workstations with Internet access in the classroom:2-3

C. Connection speed used in the classroom:dedicated connection

D. Number of years our classroom has been connected to the Internet:4-6

4. Problems We Had To Overcome

We divided them into groups so they cooperated in finding the resources more efficiently. Putting students in groups helps teachers in guiding them to do the research. By presenting to the students the excellent previous works on Cyberfair website helped them get the idea of how this worked and further integrated the knowledge into their own project interview. They were encouraged to practice the interview with their parents. We designated the interview time to be on weekends so parents could drive the students there. Students were asked to prepare flash disks and encouraged to use web hard disks to store up information. Besides, they were taught over and over how application software worked and were encourage to help out those that still did not know how to use it. For the words typing part, they were encouraged to do it after school and practice at home.

5. Our Project Sound Bite

By participating in Taiwan School Cyberfair project, students learnt to build team spirits. Together, they learnt how the project character – Meidu Qiu, a Hakkanese Master, went through a difficult time reviving Changhua Raoping Hakkaese, as if she was building an oasis on the desert. It was a great experience for the Junior Corp. They grew as they saw more about their mother tongue and the mother-tongue reviver. They all wanted to see Mrs. Qiu to succeed and further made the sprouting seeds blossom both in their community and county.

6. How did your activities and research for this CyberFair Project support standards, required coursework and curriculum standards?

(1) Purpose of the Study 1. Get to know Changhua Raoping Hakka’s revival process and its history and culture 2. Learn Changhua Raoping Hakka and personally take part in passing down the language of our ancestors’ 3. By doing field-interviews, students get to see the problems faced in the process of reviving Changhua Raoping Hakka, and thus render them to think and find solutions to it 4. Students learn to practice the research method

Project Elements

1) What information tools & technologies did you used to complete your CyberFair project?

1. There are two computer rooms in the school and 70 computers in total for students to access to. 2. Every of the class-teacher is allotted a computer or a laptop, and in each class there is a LCD projector. 3. The E- classrooms were set up in 2009. They are equipped with interactive whiteboards. 4. The main campus network T1 gives access to academic network, and we also have a backup optical network. 5. There are three Wireless Access Points in school and wifi is available on campus. 6. The school bought three 3.5G wireless internet access for teachers and students to access to.

2) In what ways did you act as "ambassadors" and spokespersons for your CyberFair project both on-line and in person.

Students learn from the researcher how to get involved in the interested area. They also tell their friends and parents about the issue they are interested in and makes lots of efforts on it. They share

3) What has been the impact of your project on your community?

My project aims to arise the awareness of local languages. Via the program, the students learn the history and importance of language development. The community is also aware of preventing the language from disappearing. The researcher, teachers, students and the parents from the community try their best to show the result on the website. The students from other classes also learn the research content from the website page and give their feedback to the researcher. People who get involved in the program gain more knowledge about culture and languages.

4) How did your project involve other members of your community as helpers and volunteers?

The administrators at camps instructed the students to contact the researcher and the community in good manners. The administrators also looked for the resource associated with the program and the volunteer parents took the responsibility of transportation when needed. The translators who live away from miles help the students finish their diary in English by e-mail and skype meeting. We do appreciate those who help the students patiently.


View our CyberFair Project (Project ID: 8150)

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