The Key to Implementing Bilingual Instruction: A Case Study of Bilingual Professional Learning Community

The 2030 Bilingual Policy was introduced in Taiwan to strengthen citizens’ English communication skills, especially among young people, and to enhance their global competitiveness. Within Taiwan’s educational context, several challenges have emerged. In response, researchers have examined the key factors contributing to effective bilingual education, including policy implementation, bilingual instruction models, teacher professional development, and the availability of teaching resources. Despite their important role in bilingual instruction, bilingual professional learning community (BPLC) remains an underexplored topic of discussion. In particular, how BPLC can support subject teachers with limited English proficiency, a common phenomenon in Taiwan, is a question that needs further investigation. Thus, this study aims to implement a sustained BPLC to examine its functional role and influence on bilingual instructional transformation among teachers with limited English proficiency. The study draws on classroom observation notes, BPLC discussions, and interview data collected from fall 2024 to summer 2025. The findings show that regular classroom observations and bilingual professional conversation meetings benefit teachers across various areas, including classroom management, lesson planning, and language development. The BPLC provides real-time feedback and long-term developmental guidance, thereby facilitating more effective bilingual instruction. To conclude, this study contributes to the understanding of the dynamic relationship between bilingual instruction and BPLC. It also offers insights into how BPLC can support teachers with limited English proficiency in various ways.