Abstract
This study examined the teaching experiences, perceived readiness, and policy interpretations of junior high school teachers implementing Taiwan's Bilingual 2030 initiative in Hsinchu County. Employing a qualitative multiple-case study design, five teachers, two local English teachers, one foreign English teacher, and two subject-area teachers, participated through in-depth semi-structured interviews, supported by document analysis and triangulation. Applied Thematic Analysis was used to code, categorize, and interpret the data, allowing cross-case comparisons that revealed both convergences and divergences in teacher experiences and policy enactment. The participants expressed that confidence was shaped not only by training but also by institutional structures and role expectations. Readiness varied, with some adopting inquiry-based EMI approaches while others relied on translation or event-based activities. Development was strengthened by professional learning communities and administrative backing, though uneven access to resources created disparities. Sustaining support was challenged by exam pressures, cultural differences, and heavy workloads, while limiting readiness reflected the dual role of teachers as both policy executors and local innovators. These findings highlight both alignment with and divergence from national bilingual policy goals. These results show both similarities and differences with the objectives of the national bilingual policy. The study emphasizes the necessity of balanced policies that combine academic assessment and functional English learning, equitable resource distribution, and ongoing professional development..
