為迎接地球村的到來，再加上臺灣實施雙語政策，教育為國家之本、百年大計，因應世界潮流，教育走向國際化，提升英語力勢在必行，因此本研究旨為探討國民小學教師雙語教學之教學信念、採取策略與作法、面臨的困難與因應方式及學生的表現情形。本研究藉由半結構式訪談，以個案學校之六位教師為訪談對象，資料經過分析後，研究結果如下：（一）雙語教學仍以學科為重，英語只是教學媒介，且設計課程時應將學生放在首位考量，再扣合4C課程架構模式；（二）營造安全感的學習環境、採多元化評量，且鼓勵及給予學生成長的時間，可提高學生對於CLIL課程的學習興趣；（三）善用多模態、與共備老師合作，且適時切換中英文教學，可改善CLIL課程中學生學習的盲點與反應不如預期；（四）學生逐漸習慣且降低對英文的恐懼，且為避免學科學習雙峰現象加劇，雙語教學宜系統性縱貫低年級至高年級。

According to the global village is coming, and Taiwan implements the policy of bilingual teaching. Without a doubt, educational internationalization is the trend nowadays. Therefore, enhancing English proficiency is essential. This study aimed to understand the bilingual teaching implementation through the perspective of elementary school teachers, and to collect the opinions and thoughts of the teaching belief, strategies and conduct, difficulties and solutions, and students’ behavior in bilingual class. The qualitative research was by interviewing six bilingual teachers. After the qualitative data analysis, conclusions were as followed: 1. English is a tool for communication through bilingual class. Thus, bilingual teaching still puts emphasis on content learning not English learning. Besides, teachers put students in the first priority then correspond to 4C frame when designing CLIL lessons. 2. Constructing a learning environment that makes students comfortable, adopting multiple assessments that reduce learning stress, and not only encouraging but also giving students time to grow increase learning motivation in CLIL lesson. 3. Making good use of multimodality, collaborating with content or English teachers, and switching Chinese and English through the class properly improve students’ learning blind spots. 4. Students get used to facing English and decrease fear of English. Furthermore, bilingual teaching should be systematically implemented from the first grade to sixth grade which can avoid the exacerbation of the double peak phenomenon of students’ learning.