DUAL LANGUAGE PROGRAMME IMPLEMENTATION IN MALAYSIA: SCIENCE TEACHERS ACROSS EXPERIENCE LEVELS

Abstract

The Dual Language Programme (DLP), which involves teaching Science and Mathematics in English, was introduced in Malaysia in 2016. The aim is to strengthen English proficiency while maintaining the status of Bahasa Malaysia as the national language. The program is optional, allowing approved schools autonomy in managing its implementation. Effective DLP implementation depends largely on classroom-level enactment by teachers. Despite increasing research interest, limited studies have examined how teachers’ years of DLP teaching experience influence classroom practice. The study investigates how teachers’ years of DLP teaching experience influence their perceptions of the reform, classroom practices, and challenges in implementation. Three Science teachers from a secondary school in Selangor participated in the study, with two, five and nine years of DLP teaching experience respectively. A qualitative research design was adopted, with data collected through semi-structured interviews. The findings revealed that experience, gained through repeated DLP instruction, had significant impact on teachers’ perceptions, their classroom enactment and the way they viewed the challenges. Teachers expressed strong views regarding the value of DLP for their professional practice and English proficiency development. More experienced teachers perceived long-term language gains more strongly, while novice teachers were more cautious in their optimism. More experienced teachers demonstrated stronger confidence in the long-term benefits of DLP and adopted more systematic instructional scaffolding, while less experienced teachers relied more heavily on reactive strategies such as code-switching. Experience influenced instructional confidence but did not eliminate structural constraints. Persistent challenges included student language proficiency gaps and cognitive load. The findings suggest the need for differentiated professional development support based on career stage. These findings highlight the need for differentiated professional development and sustained institutional support to ensure effective long-term implementation of the DLP.