如何培育學生能夠充份運用英語與人溝通，為雙語教育實踐探究的重要目的。學生溝通能力培育之規劃，是以溝通、文化、連結、比較、社群為學習標準，教學實踐上採取雙語協同教學方式，以及高效能六項教學策略和IPA評量模式，進行雙語教學與學習。雙語協同教學的實施，所需要配合的事物、資源規劃，相當複雜，根據實際探究結果，順暢的雙語教學運作，至少需要三個主要機制，第一為基礎推動機制，此部分包括「行政團隊」與「雙語環境」；第二則是課程與教學發展機制，主要內涵是「教師專業發展」與「課程和教學」；第三是科技融入機制。經過一年多的探究，雙語協同教學方式，已普遍獲教師和學生認同，相信在教師不斷精進協同教學努力下，提升學生語言溝能力的目標，指日可待。

How to develop students’ ability to use English properly to communicate with others is an important goal of the research on bilingual education practice. For the purpose of improving students’ communication skills, a plan was established to use communication, cultures, connections, comparisons, and communities as the learning standards. In order to implement bilingual teaching and learning, six High-Leverage Teaching Practices, a bilingual team teaching method, and the Integrated Performance Assessment (IPA) model have been adopted. The implementation of bilingual team teaching requires thorough collaboration between relevant parties and resource planning. According to the actual research results, a smooth bilingual teaching implementation requires at least three main mechanisms. The first is the basic promotion mechanism, consisting of the “administrative team” and “bilingual environment.” The second is the course and teaching development mechanism, of which the main components are “teachers’ professional development” and “course and teaching.” The third is the technology integration mechanism. After more than a year of implementation, teachers and students have generally accepted the bilingual team teaching method. It is believed that the goal of improving students’ language communication skills is just around the corner with teachers continuously putting efforts into bilingual teaching.