<![CDATA[This study investigates how bilingual education principles can be systematically integrated into English for Specific Purposes (ESP) curriculum development to enhance both language proficiency and academic content mastery in multilingual higher-education contexts. In many EFL settings, ESP instruction prioritizes English-only approaches, often overlooking the pedagogical value of learners’ first language in supporting conceptual understanding and cognitive processing. Adopting a mixed-methods design, the study implemented a bilingual ESP intervention with first-year pharmacy and business students, combining pre- and post-test performance measures with learner questionnaires and semi-structured faculty interviews. Quantitative analyses revealed statistically significant gains in both English language proficiency and disciplinary content comprehension following the intervention, while qualitative findings indicated improved learner confidence, clarity, and engagement. Faculty data further highlighted the instructional benefits of bilingual strategies alongside challenges related to curriculum design and institutional language policies. The study concludes that strategically incorporating L1 scaffolding, translanguaging practices, and bilingual resources into ESP curricula can effectively bridge language and content learning, positioning bilingualism as a pedagogical asset for academic success in EFL higher-education settings.]]>
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