本質性研究聚焦三多語言教師的生活經歷。這三名教師在本研究中以Ann、Haruko和Megan代稱出現；他們分別來自台灣、日本和美國。這幾名經驗豐富的語言老師擁有多元語言和文化背景，在研究中描述自己在語言教學生涯以及身為教師的角色中，教授多重語言之經驗。本研究目的為深化並增加對多語教師的了解，探觸下面議題：(1)多重語言教學經驗如何形塑多語教師身分認同、並影響其身分認同；(2)多重語言教學經驗如何影響這些多語教師的語言教學方法；(3)多重語言教學經驗如何影響這些教師長期專業發展軌跡；以及 (4) 多語教師如何在其教授多語的職涯中，形塑出多重身份、工作場域環境和意識形態。為探索上述議題，本研究以 Douglas Fir Group 的〈多語言世界中的第二語言習得跨學科框架（Transdisciplinary Framework for SLA in a Multilingual World）〉作為理論概念框架，因為該框架提供學者探觸微觀及宏觀面向的各項因素如何影響語言教學與學習。為了解上述四項議題，本研究針對多語教師之敘事資料（含半結構性訪談、書面教學理念，以及透過參與者拍攝的照片和照片引談法得出的照片敘事）進行主題分析。藉由上述資料交叉比對，本研究針對多語教師專業知識成長、身分認同、習慣，以及語言教育環境進行深度探討。本研究發現對於多語教師師培教育課程發展提供了十分有價值之參考，並點出此性質課程可能遭遇之議/問題及可能解決之道。此外，研究結果揭示了多語教師唯一獨特之族群，及其身份認同，這對多語教師師培發展具重要意義

The qualitative study focused on the lived experiences of three teachers of multiple languages (TMLs), Ann, Haruko and Megan from Taiwan, Japan, and the United States, respectively. As experienced language teachers coming from diverse linguistic and cultural backgrounds, the participants described their experiences teaching multiple languages over the greater trajectory of their language teaching career as well as in their everyday moments as teachers. The purposes of the study were to deepen and enrich our understanding of TMLs in (1) what language teacher identities are involved in teaching multiple languages and how they are impacted by the teaching multiple languages, (2) how teaching multiple languages impacts approaches to language teaching, (3) how teaching multiple languages impacts the long-term trajectory and development of a language teacher’s career, and (4) how TMLs navigate the multiple identities, workplace contexts, and ideologies that come from teaching multiple languages over the course of their career. The study applied the Douglas Fir Group’s “Transdisciplinary Framework for SLA in a Multilingual World” as the conceptual framework because it is structured to explore how a full range of factors, from micro to macro, influences language teaching and learning. This was conducted through thematic analysis of TML narratives as told through semi-structured interviews, a written teaching philosophy, and photo-narratives elicited through participant-taken photographs and photo-elicitation interviews. The analysis of their narratives revealed four aspects of language teaching that TMLs learned to navigate from teaching multiple languages: their teacher knowledge, LTIs, habitus, and language education contexts. The findings provide implications for the issues that future language teacher education programs designed for TMLs should address. Furthermore, the findings provide an entry-point from which researchers can understand TMLs as unique teachers in their own right and explore other aspects of TMLs in future research. This has important implications for informing research and language teacher education toward the development of current and future TMLs.

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