Between policy and classroom reality: teachers’ subjectivity on dual language programme implementation

This study investigates teachers’ subjective perspectives on the implementation of the Dual Language Program (DLP) in Malaysian primary schools using Q methodology. Drawing on Q-sorts from 15 DLP teachers, the study systematically identifies shared viewpoints regarding bilingual instruction, teacher readiness, and institutional support. Factor analysis revealed four distinct teacher subjectivities: DLP Pragmatists, Student-Centred, Context-Responsive, and Readiness-Oriented. These perspectives reflect differing priorities regarding English-medium instruction, student learning needs, contextual adaptation, and school readiness. Across all factors, translanguaging emerged as a widely practiced instructional approach and a pedagogical bridge connecting DLP policy expectations with classroom realities. The findings also highlight uneven English proficiency among teachers, limited pedagogically focused professional development, and disparities in resource availability, particularly in rural schools. By mapping these factor-based subjectivities, the study demonstrates how teachers actively interpret, negotiate, and enact DLP policy within their local contexts. Overall, the findings underscore the need for context-sensitive professional development, stronger school-level leadership, and more flexible policy implementation to support sustainable dual language education in Malaysia. The study further proposes a systematic and structured translanguaging pedagogy embedded in lesson planning, classroom interaction, professional development, and policy guidelines to promote sustainable and context-responsive dual language education.