本研究旨在探討雙語教育中，跨語言實踐課程方案的發展以及教學歷程之情形。本研究採形成性研究的模式，研究者與一位教師共同發展課程方案，並探究其於課堂中的教學歷程。在課程方案的發展上，研究者主要著墨於跨語言實踐理論的應用，希冀設計出符合本研究學生需求之課程。過程中，研究者以一所國中的兩個七年級班級為研究對象，進行一個班六堂課，總共十二堂課的綜合領域雙語課程，內容包含輔導與童軍。除了針對整體教學歷程進行探究，也透過檢視學生學習來對跨語言實踐理論作回應，反思課程發展的不足以及教學實踐可以改善之處。
針對本研究的研究目的與研究問題，其所獲得的結論可從跨語言實踐課程方案的發展、教學實施歷程以及對跨語言實踐理論之回應三個面向來歸納闡述。一、在跨語言實踐課程方案的發展，教師以「雙語學習目標」做為設計方案的起點，並藉此融入跨語言實踐策略當作學生的學習鷹架，搭起學科及語言之間連接的橋樑。二、在教學實施歷程面向，研究者發現跨語言實踐策略應用的多元性。大致上來說，「語碼混用」適合用於達成溝通目的的初階 BICS，「語碼轉換 + 釋義」則適合用於達成溝通目的的進階 BICS 以及達成教學目的的 CALP。然而在不同的語言難度與情境下，研究者也發現教師可採取不同的跨語言實踐策略來實踐多元的學習需求。三、回應跨語言實踐理論，教師可以藉由雙向互動建構雙語課程中的跨語言實踐空間，並在過程中鼓勵學生發展屬於自己的跨語言實踐。另外，在複雜而多變的教學環境中，教師也必須學習展現跨語言實踐的動態性。
本研究也提供幾點建議做為參考。當教師發展跨語言實踐雙語課程時，可以循序漸進的規劃雙語學習目標，以培養師生默契作為雙語課程的起點。於課程中更要提供多元化的評量與多模態的學習鷹架，並系統性的融入跨語言實踐策略。最後，與同儕教師的共備交流也能有效促進教師的專業成長。

This research aims to explore the development and implementation of translanguaging approach curriculum in bilingual education. The research adopts a formative research model where the researcher develops a curriculum plan with a peer teacher and delve into its teaching process along the course of the implementation. In the development of the curriculum plan, the researcher focuses on the application of translanguaging theory, hoping to design a curriculum that meets the needs of the students in this study. During the process, the researcher had two seventh-grade classes from a Junior High School as research participants and conducted six lessons in each class, which is a total of twelve lessons throughout the Integrative Activity Learning Field bilingual course, including contents from Scout and Counseling. In addition to exploring the overall teaching process, the researcher also responds to the translanguaging theory by examining student learning as well as reflect on the shortcomings of curriculum development and teaching practices.
Given the research purpose and research questions of this research, the findings obtained can be summarized from three perspectives: the development of the translanguaging approach curriculum plan, the implementation process and the responses to translanguaging theory.
1. In terms of the development of translanguaging approach curriculum plan, the teacher uses "bilingual learning goals" as a starting point for designing the course and exploits it to integrate translanguaging strategies as a learning framework for students, forming a bridge between subject and language.
2. In terms of the implementation process, the researcher discovered a diversified use of translanguaging strategies. In general,“code-mixing”is appropriate among simple BICS for communication purposes and“code-switching + paraphrasing”is appropriate among advanced BICS for communication purposes and CALP for pedagogical purposes. However, under different language difficulties and contexts, the researcher also discovered that teachers can adopt different translanguaging strategies to meet diverse learning needs.
3. In response to translanguaging theory, teachers can construct translanguaging spaces in bilingual courses through two-way interaction. During the process, teachers should also give students the right to translanguage, encouraging them to develop their own language. In addition, teachers must also learn to demonstrate the dynamics of translanguaging while facing a complex and changeable teaching environment.
This research also provides a few suggestions for reference. When future teachers develop translanguaging approach bilingual courses, they can gradually plan“bilingual learning goals”and cultivate the tacit understanding between teachers and students as a starting point for bilingual classes. In the curriculum plan, it is also necessary to provide diverse assessment tools and learning framework, as well as systematically incorporating translanguaging strategies in the teaching process. Finally, collaboration with peer teachers can effectively promote the professional development of teachers.

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