為提升臺灣國際競爭力，行政院於2018年發布2030雙語政策，自始各層級學校開始推行不同類型之雙語教育計劃。目前國小教學現場面臨雙語師資嚴重不足，另如何擬定規劃雙語教學之課程內容、教材教法、教學評量等也是教師需因應之挑戰。本研究聚焦在國民小學階段，以台北市某國民小學現任雙語教師為研究個案，藉由半結構式訪談、課室教學觀察與文件資料蒐集，探討其成為雙語教師之歷程、及參與「沉浸式英語教學」之實務教學經驗。此研究主要發現為：一、雙語師資培育需注重教師自身英語口說能力，且需增強跨領域學科之專業知能；二、國小「沉浸式英語教學」實施需能以達成領域核心目標來設計課程，並納入多元教學策略激發學生學習動機。

To boost international competitiveness of Taiwan, the Executive Yuan announced the Bilingual 2030 policy in 2018. Schools at all lev¬els since then have begun to implement various bilingual education pro¬grams. However, there has been a serious shortage of bilingual teachers in elementary schools. In addition, it is also a challenge for teachers involved in bilingual programs to manage related issues in curriculum planning, teaching methods and evaluation. This case-study was conducted with a bilingual teacher at an elementary school in Taipei City; semi-structured interviews, classroom observations and document collection were used for data collection to explore the training process of a bilingual teacher and the teaching experience of “Immersion English Learning”. The main findings of this study are as follows: 1. The training of bilingual teachers should focus on the oral language skills of trainee teachers as well as en¬hance their professional knowledge of interdisciplinary subjects; 2. The implementation of “Immersion English Learning” at elementary schools will require well planned curriculum which fulfills core competencies of each domain as well as incorporate multiple teaching strategies to stimu¬late students’ learning motivation.