<![CDATA[The aim of this research project is to determine whether Indonesian high school students can understand both English and Chinese well through the Simultaneous English–Mandarin Learning (SEMLM) model. This need for two-language competence arises from a global context in which English is the dominant language of science and international communication; yet Mandarin is becoming more visible in Southeast Asia due to geographical changes driven by China’s economic and political awakening. Traditional language teaching in Indonesia has prioritised English, or else has various foreign languages simply following one another, leaving no chance for comprehensive bilingual development among our children. It was a mixed-method study conducted at three schools in Jakarta and Bandung. Data were collected using standardised assessments (Cambridge PET, HSK Level 2), classroom observation and interviews with teachers and students. The study found that simultaneous learners showed improvements in both languages that were more balanced and deeper than those of students following a sequence, with effect sizes of 0.83 for English and 0.76 for Mandarin. Qualitative data from students’ language strategies reveal that they actively applied methods across languages, such as comparing grammars between Mandarin and English, code-switching, or translanguaging, to understand a particular concept more deeply without their minds being overloaded. Supported by cross-linguistic transfer, cognitive interdependence theory, and research on optimal cognitive load management, the study's screen reveals that it is possible to integrate both languages into a single instructional model. The students may, in fact, fare better metalinguistically, staying alert and responding more quickly. The study also recommends long-term research, the adaptation of digital teaching materials, and broader teacher training to ensure the sustainability of this model across different educational contexts]]>
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