為落實客語復振，將客語向下扎根的效能由幼兒園、國小低中年級延展至國 小高年級，以形成K-6的復振脈絡與資材，研究者因應國小高年級的課程内涵、 教學時間，將實施於幼兒園及國小低中年級的客語沉浸式教學，調整為融入學習 領域課程教學的方式，規劃兩階段（學期）的教學方案編寫及教學實作。首先編 寫融合國民小學高年級「國語」、「數學」、「社會」、「自然與生活科技」、 「綜合活動」五個學習領域的客華雙語教學方案，進而依據教學方案進行教學。 實施之後，彙整省思、觀察、討論、訪談、問卷調查之結果，分析客華雙語教學 方案設計及教學實施的歷程，探討對於學生學用客語的影響，提出實施國民小學 高年級客華雙語教學的結論及建議。

In order to implement Hakka restoration and extend the efficacy of rooting of Hakka language from pre-school, elementary schools Grades 1, 2, 3, and 4 to Grades 5 and 6 to construct a K-6 restoration context and materials in response to the curriculum and teaching times of elementary school Grades 5 & 6, this research modifies the immersion teaching of Hakka executed in pre-schools and Grades 1, 2, 3, and 4 of into an instruction based on learning fields. This study plans two phases (semesters) of teaching plan writing and instructional practice. First, the research constructs the program of bilingual instruction of Hakka and Chinese upon five learning fields, “Chinese”，“mathematics”，“society”，“nature and life technology”， and “general activities”，of elementary school Grades 5 & 6 and conducts instruction according to the teaching program. After the implementation, this study reorganizes the results of reflection, observation, discussion, interview, and questionnaire survey, analyzes the program design and teaching practice of bilingual instruction of Hakka and Chinese, explores the effect on students5 Hakka learning, and uses and proposes a conclusion and suggestion to implement bilingual instruction of Hakka and Chinese for elementary school Grades 5 & 6.