本研究主要目的為探究國民中小學在暑假執行本土語文課程（包括閩南語與客語）的整體成效與實施困境。研究發現可分為三個層面：一、就行政運作方面而言，課程安排期程與學校其他活動期程重疊，造成行政端工作量大增。另外，暑期師資招募不易，外聘師資品質不易掌控，而暑假期間，學生活動多，生源招募不易，學生參與人數不如預期，但對弱勢學生相對而言較有吸引力，在推動上國小較國中接受度高。二、就課程設計與教師授課方面而言，暑期課程若仍採單純靜態的單向教學（如影片欣賞）或教學設計，不易引發學生主動學習的興趣，而現有的本土語教材必須經過轉化，才能符合教師需求使用。三、就學生學習方面而言，在閩南語聽力上，無論國中學生或國小學生，皆呈現顯著的成長。在客家語聽力能力上，國中學生有顯著成長，但國小學生卻未顯現。另外，學生對於課程的參與意願及滿意度皆呈現正面的態度，但在自評口說能力、語言使用頻率及語言學習興趣與態度上，前、後測未有顯著的差異。

The main purpose of this paper is to evaluate the effectiveness, difficulties and implementation process of local language learning for elementary and junior high school students during summer session. The finding of this research focused on three aspects. First, as far as the administration process was concerned, it was found that the class schedule overlapped other school activities and thus might increase teacher’s administration workload. Qualified language teachers were not easy to recruit in the summertime. More effort was needed to increase student participation in the summer program. Second, as far as the design of learning materials and teaching was concerned, it was found that learning materials, including videos, should be related to students’ experiences; otherwise, it would be difficult to initiate students’ learning motivation. It was also found that current curriculum materials needed to be transformed to fit teachers’ instruction. Finally, as far as the outcome of student learning was concerned, it was found that all elementary and junior high school students, except for Hakanese elementary school students, showed improvement in their listening ability in Taiwanese Southern Min. Students were all satisfied with the summer program. For students’ self-evaluation of their understanding their own cultures, no difference was found between the pre- and the post-surveys.