由於臺灣推動雙語教育政策，臺北市政府自106學年度開始進行雙語實驗課程學校的轉型，但因政府倉促讓雙語實驗課程上路，加上學生英語程度普遍存在雙峰現象，導致教師身為第一線教學者，難以決定教學深度。本研究以半結構式訪談九位雙語實驗課程國小教師，研究結果顯示老師在雙語教學中遇到最主要的問題是家庭社經地位及家長協助導致學生的成就落差。教師普遍擔憂雙語教學會導致低成就的學生備感挫折而放棄學習，而高成就學生英語字彙量增加，進而加劇成就落差。整體而言，雙語教師肯定雙語教育的立意，若配套措施更加完善，便能有效培育國際人才及提升台灣青年的國際競爭力。

In accordance with Taiwan’s bilingual policy, the Taipei City Government has promoted bilingual experimental schools since 2017. However, the rushed schedule of implementing the bilingual experimental program, and the existing achievement gap in students’ English academic performance, have put the teachers in a dilemma about deciding the depth of the teaching content. Data for this study come from interviews with teachers from nine public bilingual experimental elementary schools in Taipei. I found that students’ achievement gaps in English were a considerable obstacle to bilingual teaching. Teachers worried that low achievers in English felt frustrated and gave up learning in the bilingual class, whereas high achievers increased their vocabulary, thus widening the achievement gap. The interviewees recognized bilingual education as a well-intentioned policy; however, more supporting measures are needed to improve its effectiveness. Only then, will implementing the bilingual policy fulfill its intended purpose: cultivating global talent and increasing Taiwanese youth’s international competitiveness.

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