本文旨在瞭解台灣原住民教師的多元文化素養內涵及其實踐。依據Thomas「情境定義理論」，人會參照當地社群脈絡及文化來解釋情境，這些解釋反映出社會中的文化價值，以及個人的文化素養。研究對象以十三位台灣原住民中小學教師為主，研究方法採取情境訪談與生命經驗敘事，亟能嵌著本土社會脈絡，探索基層教師對認知、情意與技能面的多元文化素養內涵，並探討教師在課程與教學實務方面對多元文化素養的實踐策略。最後，根據田野脈絡性資料，初步彙整出一個原住民教師實踐多元文化素養內涵的架構。

This research is an exploratory study of teachers’ understanding of multicultural literacy and their articulation of it into curriculum design and pedagogical practice. It is theoretically based on Thomas’ The Situation of Definition by which people show cultural literacy drawn from one’s own and others’ cultural environments with reference to the formation of cultural identity influenced by local community and the wider society. Based on contextual information acquired from situated interviews and life-experience narratives held with 13 school teachers, this paper integrates a conceptual framework of multicultural literacy.