在台灣，高中階段逐漸受到重視的本土化與全球化兼具（glocalized）的雙語教學框架，凸顯了輔助教學策略在推動雙語教育中的重要性。儘管相關關注度日益上升，針對高中階段雙語教育的研究仍相對有限，主要原因包括標準化課綱的限制與教學指引不足。本研究旨在填補此一研究缺口，探討本土化雙語課堂中鷹架策略的實踐方式——特別是理解性鷹架策略與任務解決鷹架策略——以及教師在此教育階段所面臨的挑戰。本研究透過課堂觀察與訪談，對象為位於台灣北部一所高中任教數學、地理與自然科學的四位雙語教師。資料分析聚焦於兩項核心問題：（1）高中雙語教師如何在課堂中運用本土化鷹架策略；（2）教師在運用本土化鷹架策略時所遭遇的困難。研究結果將為目前的高中雙語教師及教育相關持份者提供實務參考與建議。此外，本研究亦揭示雙語教學技巧的潛力與限制，有助於深化對其在高中雙語教育脈絡中應用的理解。

The glocalized bilingual framework proposed has gained traction at the senior high school level in Taiwan, highlighting the significance of supplementary teaching strategies in advancing bilingual education. Despite this growing interest, research on bilingual education within the senior high school context remains limited, primarily due to constraints imposed by standardized curricula and insufficient instructional guidance. This research fills this gap by investigating the implementation of glocalized scaffolding strategies—specifically, comprehension scaffolding strategies and task-solving scaffolding strategies—in bilingual classrooms, as well as the challenges teachers encountered at this educational level. The research methodology involves classroom observations and interviews with four bilingual teachers specializing in mathematics, geography, and natural science at a senior high school in northern Taiwan. Data analysis focuses on two key questions: (1) how bilingual teachers apply glocalized scaffolding strategies in bilingual classes in senior high schools in Taiwan, (2) the difficulties faced by senior high school teachers in utilizing glocalized scaffolding strategies. The findings offer practical insights and references for current senior high school educators and stakeholders in bilingual education. Furthermore, this study illuminates the potential and the limitations of bilingual teaching techniques, contributing to a deeper understanding of their application within senior high school bilingual education contexts.