自「2030雙語政策」發布以來，雙語教育已成為臺灣一場新興的教育革命。為瞭解高中雙語教育推行成效，本研究採用質性研究內容分析法，以臺灣北部一所公立高中三位初任雙語教師作為研究對象，透過半結構性訪談、課室觀察和參與者日誌等資料來源，探討高中雙語教師對雙語教學的信念與其在雙語教學實踐所採取的策略。
根據本研究結果，雙語教師信念可以從九個面向進行討論：(1)對雙語政策的看法、(2)成為雙語教師的動機、(3)跨語言實踐、(4)學習鷹架輔助、(5)外籍教師資源、(6)雙語教師社群、(7)雙語教育的實施與成效、(8)對雙語教學的看法與反思、與(9)雙語教育的現況與困境。而雙語教學實踐則可分為七個面向討論，包括(1)跨語言實踐、(2)使用多模態教學策略表達意義、(3)知識理解和學習評估、(4)師生互動、(5)與外師共備、(6)專有名詞介紹和(7)學習鷹架輔助。本研究重要發現如下：
一、雙語教師的信念與英文能力並不會影響其參與雙語教學的動機。
二、透過與外師共備、協同教學及參與校內雙語增能社群，可提升雙語教師在課堂使用英文的比例及達成課程的英文學習目標。
三、雙語教師在融入雙語教學的初始階段可先從補充學科領域的英文專有名詞著手。
四、因新冠肺炎疫情因素，部分課程採線上授課，雙語教師可使用科技工具與多模態教學輔助學生進行學習與討論。然因缺乏雙語評量機制及教學進度壓力，雙語教師難以有效檢核學生的雙語學習成效。
最後，透過研究對象的雙語教學實踐經驗，提供未來有意願實施與推廣雙語教育的教師、高中學校、設有雙語師資培育相關學系之大學、政府單位及研究人員，針對雙語教學模式、雙語增能社群規劃、雙語政策推行誘因與未來研究方向提供可行之具體建議。

Bilingual education has become an education revolution in Taiwan since the release of the "Bilingual 2030" national policy. In order to understand the implementation of bilingual education in the contexts of senior high schools, the current research adopted a qualitative content analysis to explore the beliefs and practices of the three novice bilingual teachers in a public high school in northern Taiwan through semi-structured interviews, classroom observations and informants' journals as data sources.
According to the results of this study, bilingual teachers' beliefs can be discussed with regard to nine aspects: (1) perceptions of "Bilingual 2030" Policy, (2) motivations for becoming a bilingual teacher, (3) translanguaging, (4) scaffolding, (5) foreign teachers as resources, (6) bilingual teacher professional learning communities, (7) implementation and effectiveness of bilingual education, (8) views and reflection on bilingual teaching, and (9) status quo and predicament of bilingual education. Moreover, bilingual teaching practices can be identified into seven themes, including (1) translanguaging, (2) using multimodal affordances for meaning making, (3) assessment of comprehension and learning, (4) teacher-student interaction, (5) collaboration with foreign teachers, (6) introduction to key terms, and (7) scaffolding techniques.
The major findings of this study are as follows:
(1)Bilingual teachers' beliefs and their English proficiency did not affect their motivations to participate in bilingual teaching.
(2)Through collaboration with foreign teachers, collaborative teaching and participation in the target school' s bilingual teacher professional
learning community, the proportionate use of English as the language of teaching could be increased and the English learning objectives of the course could be achieved.
(3)Bilingual teachers can start with supplementing English proper nouns in the subject area at the initial stage of implementing bilingual teaching.
(4)Due to the COVID-19 epidemic, some courses were taught online, and the bilingual teachers used technological tools and multimodal affordances to assist students in learning and discussion. However, owing to the lack of bilingual evaluation mechanism and the pressure of educational progress, it is difficult for bilingual teachers to effectively assess the effectiveness of students’ bilingual learning.
In conclusion, this study provides feasible and specific suggestions for bilingual teaching models, bilingual teacher professional learning communities, bilingual policy implementation incentives and future research directions for teachers who are willing to implement and promote bilingual education, senior high schools, universities with bilingual teacher training programs, government agencies, and researchers.

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