<![CDATA[Student engagement in bilingual elementary English classrooms remains a persistent challenge, particularly given young learners' limited attention spans and the linguistic complexity inherent in bilingual instruction. While classroom management strategies have been studied in general EFL contexts, limited attention has been given to how these strategies are holistically integrated in bilingual elementary settings. This study investigates the classroom management strategies employed by homeroom teachers to sustain student engagement in a bilingual elementary school context. A qualitative exploratory design was adopted, with data collected through written semi-structured interviews via Google Forms with two homeroom teachers at a private bilingual elementary school in Bandung, Indonesia. Data were analyzed using reflexive thematic analysis following Braun and Clarke's (2006, 2021) six-phase framework. The findings reveal that teachers employed an integrated repertoire of physical, instructional, and interactional strategies, including flexible seating, ability-based grouping, multimodal resources, teacher movement, and vocal variation to support behavioral, emotional, and cognitive engagement. Continuous adaptation was required to address challenges such as short attention spans, mixed-ability groupings, and classroom noise. This study demonstrates that classroom management in bilingual elementary EFL contexts functions as an integrated and adaptive engagement-oriented practice, highlighting the significance of collaborative teacher roles in shaping effective learning environments.]]>
