本研究旨在探討中學階段於視覺藝術課堂實施雙語教學時，雙語視覺藝術教師面臨的困境因素，透過訪談三位現職中學曾實施雙語教學的視覺藝術教師，採半結構式訪綱，透過訪談及資料蒐集探討雙語視覺藝術教師以雙語授課面臨的挑戰，並從中找出回應挑戰的啟示與因應之道。
本研究具體研究發現如下：
一、 雙語視覺藝術教師認為雙語教學模式多元且具前瞻性。
（一）未來教育趨勢促使視覺藝術教師執行雙語教學。
（二）雙語視覺藝術教師對雙語教學理解尚有困惑。
（三）課室英文及多模態為視覺藝術雙語課堂的特徵。
二、未整合的資訊及語言限制影響雙語視覺藝術教師實施雙語教學。
（一）雙語政策如多頭馬車使教師難以遵循。
（二）雙語教學資源不足難以持續推行課程。
（三）雙語視覺藝術教師個人語言能力限制影響教學效果與學生接受度。
三、多方支持及教學增能有助於雙語視覺藝術教師因應教學困境。
（一）雙語政策應尊重本土教師並重視教學需求。
（二）學校支持與多元系統促進雙語教學成長。
（三）教師自我增能及多元教學策略提升雙語教學效果。

The purpose of this study is to explore the challenges faced by visual arts teachers in implementing bilingual education in junior high school visual arts classes. Through interviews with three current junior high school visual arts teachers who have implemented bilingual education, using a semi-structured interview outline, the study investigates the challenges that visual arts teachers face in bilingual teaching and explores insights and coping strategies to address these challenges.
The specific findings of this study are as follows:
1. Bilingual visual arts teachers consider bilingual instructional models to be diverse and forward-thinking.
(1) Future educational trends motivate visual arts teachers to implement bilingual education.
(2) Bilingual visual arts teachers still have confusion regarding bilingual education.
(3) Classroom English and multimodality are the characteristics of bilingual visual arts classes.
2. The lack of integrated information and language constraints impact bilingual visual arts teachers in implementing bilingual education.
(1) Bilingual policy acts as a multi-headed carriage, making it difficult for teachers to comply.
(2) Insufficient bilingual teaching resources hinder the continuous implementation of the curriculum.
(3) Teachers' limited language proficiency affects teaching effectiveness and student acceptance.
3. Multiple forms of support and instructional capacity building can assist bilingual visual arts teachers in addressing challenges.
(1) Bilingual policies should respect local teachers and prioritize teaching needs.
(2) School support and diverse systems promote the growth of bilingual education.
(3) Visual arts teachers' self-enhancement and diverse teaching strategies enhance the effectiveness of bilingual education.

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