<![CDATA[The increasing demand for English proficiency in vocational contexts has encouraged schools to develop bilingual programs, whose continuity depends on both teaching practices and institutional management. This study examines a bilingual class program +at SMK Negeri 2 Balikpapan through planning, organizing, actuating, and controlling (POAC). An instrumental qualitative case study drew on interviews with five adult informants, two classroom observations, and school documents. Student participation was documented through classroom observations rather than student interviews documents. Data were analyzed through condensation, display, and conclusion drawing and verification. Planning combined school initiative with education-office encouragement and subsequent formalization. Organizing involved an appointed team and teacher mentoring, although scheduling difficulties constrained collaboration. Classroom observations showed the use of English terminology, Indonesian explanations, and scaffolding as pedagogical strategies supporting participation in mathematics and accounting. Controlling combined general school supervision and informal reflection, but bilingual-specific rubrics and documented follow-up were unavailable in the reviewed evidence. The school decree nevertheless assigned an evaluation team and required evaluation at the end of each semester, revealing a gap between formal responsibilities and operational routines. This tension is interpreted as a case-specific agility–vulnerability paradox: local flexibility sustained activities while dependence on the coordinator created continuity risks. The findings support protected coordination time, shared monitoring responsibilities, and assessment that integrates language and subject objectives. They may offer transferable insights for schools facing similar conditions; they do not establish causal learning gains or a universally replicable governance model.]]>
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