全球在地化指的是一個區域如何創造納入本地需求或特色的全球化適應。在教育領域，特別是在雙語師資培訓教育中，對全球在地化概念的重視程度較低。在全球化趨勢下，輔助雙語教育的教學法，例如學科內容和語言整合教學（Content and Language Integrated Learning, CLIL）和英語為國際通用語（English as a Lingua Franca, ELF）學習，都強調須根據全球在地化而調整教師培訓和專業發展的方向。臺灣雙語教育目前主要是透過CLIL課程的規劃和執行來實踐。因此，如何在全球化趨勢下，能夠具有國際競合的能力，又能夠兼顧區域主體性的永續發展，才是未來教育規劃的重點。本文希望能透過對全球在地化的觀察及討論，來檢視臺灣目前的雙語教學現況，期能提供適合臺灣雙語教育生態的課程執行模式及架構方向。

Glocalization refers to how a region responds and adapts to global trends while maintaining its local characteristics. While glocalization is often used to describe a product or service, it is as relevant in the field of education, especially in bilingual education, though less discussed. Responding to globalization, concepts such as Content and Language Integrated Learning (CLIL) and English as a Lingua Franca (ELF) have been developed and adopted for bilingual education in many educational contexts. Both highlight the need to glocalize the direction of teacher training and professional development to accommodate to local needs. As Taiwan adopts CLIL in bilingual classrooms, the planning should focus on how to develop globally competent talents while also maintaining the sustainable development of the nation’s subjectivity. This article hopes to review the current status of bilingual education in Taiwan through observation and discussion of glocalization, and provide a curriculum implementation model and structural direction suitable for Taiwan’s bilingual education context.