<![CDATA[Bilingual programs in madrasahs demand students' oral participation; however, silence is often misinterpreted as passivity, and the dynamics of speaking readiness in this context remain insufficiently understood. This study explores how students' situated willingness to communicate is formed and negotiated in an English–Indonesian bilingual enrichment class at MTs Al Fithrah Semarang. Employing a qualitative single case study design, data were collected through participant observation of classroom communicative events, semi-structured interviews with the bilingual teacher, the vice principal of curriculum, and eight purposively selected female students, as well as document analysis; data were analyzed interactively and validated through triangulation and member checking. The results showed that 1) students respond to speaking opportunities through four patterns — voluntary participation, waiting to be nominated, small-group participation, and postponement — indicating that speaking opportunities do not automatically generate oral participation; 2) situated readiness is shaped by learning activities, interactional situations, and multilingual resources as affordances perceived differently by each student, with translanguaging functioning as a strategic bridge toward second-language production; and 3) readiness is negotiated through a six-stage cyclical process — preparing, observing, entering, sustaining, temporarily withdrawing, and re-entering communication — in which temporary withdrawal constitutes not the end of participation but a transitional phase preserving the possibility of re-engagement. The study concludes that situated willingness to communicate is the product of a reciprocal relationship between the individual and the classroom ecology rather than a fixed disposition, offering theoretical and policy implications for participation-oriented bilingual programs.]]>
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