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Brunei’s bilingual education policy officially positions Bahasa Melayu and English as complementary languages of instruction. However, the two occupy unequal spaces in practice: Bahasa Melayu is closely tied to national identity and religious tradition, while English is viewed as the language of academic success and global opportunity. While this tension has been discussed at policy and school levels, less is known about how families interpret and act upon it. This study explores parental engagement with Brunei’s bilingual education landscape, drawing on survey responses from 352 parents of Year 4 pupils across the country’s four districts. Using Spolsky’s tripartite model of language ideology, practice, and management, the findings reveal strong support for Bahasa Melayu in early education and culturally meaningful subjects like Melayu Islam Beraja (MIB), but also a growing inclination towards English in scientific and technical subjects. Although most parents favour bilingual approaches, a notable minority, particularly in rural districts, prefer English-only instruction in key subjects, reflecting anxieties about future competitiveness. District differences further influence parental beliefs and home-language practices. The study highlights parents as active agents navigating cultural values, structural inequalities, and globalised expectations within Brunei’s bilingual policy framework.
Sharbawi et al. (Fri,) studied this question.