雙語教育在全球教育環境中已日益受到重視，在臺灣，CLIL教學法在雙語教育計畫中也越來越受歡迎。儘管如此，CLIL在臺灣仍處於實驗性階段，且各方對於此教學法的闡釋存在分岐。另一方面，教師們在評量活動中也面臨如何平衡「學科內容」與「語言」評量之兩難問題。目前，針對CLIL評量方法的相關研究仍然有限，尤其是在體育領域。
本研究調查四位體育教師執行雙語課程的情況，包含對CLIL教學法的認知、教學實踐、評量方法並探索教師們在課堂中遇到的挑戰。研究方法涵蓋了課堂觀察之內容分析、半結構式訪談之主題分析以及課程資料分析。研究發現，教師們認為CLIL教學法有助於提升學生的專注力和改善課堂秩序。在教學過程中，教師們多利用重複目標單字詞彙及融入課室英語來強化學生的語言學習和學科內容的呈現，使得學習內容能更易於理解。
根據Sato（2023）所提出的評量方法，體育教師們主要採用分別式評量方法，同時運用同儕鷹架策略逐步將語言融入於評量活動中。評量工具方面，主要包含教師課堂提問、學生自我評量、同儕評量和競賽遊戲在內的形成性評量。體育教師們在CLIL課堂中遇到的主要挑戰包含語言障礙、課程調整及課室經營，研究結果所引申之教學意涵也於本研究中進行討論。

Bilingual education has gained prominence in educational settings worldwide. In Taiwan, CLIL is also gaining its popularity in bilingual education programs. Nevertheless, CLIL is still in the experimental stage with varying interpretations. In CLIL assessment, the dilemma of evaluating“subject content”or“language”also poses concerns and challenges for instructors. Previous research on CLIL assessment methods is limited, especially in physical education.
This study investigated four PE teachers' perceptions of the CLIL approach, examined their pedagogical practices and assessment methods and explored the challenges they encountered in CLIL classrooms. Drawing on content analysis of classroom observations, thematic analysis of semi-structured interviews, and a review of course materials, this case study revealed that PE teachers perceived learning benefits from CLIL, such as improved attentiveness and classroom discipline. They mainly utilized vocabulary repetition and simple classroom commands to reinforce students' language learning and make content more accessible.
According to Sato's (2023) assessment approach, the participants primarily employed a separate assessment approach, while also making efforts to integrate language into assessments through peer scaffolding. Formative assessments, including teacher questioning, self/peer evaluation, and competition games, were the major assessment tools used. Language barriers, curriculum adaptation and classroom management emerged as the major challenges encountered by PE teachers in CLIL classrooms. Pedagogical implications of these findings were also discussed.

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