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1st Int. Transborder Conf. of the Timor Island: Timor %u2013 Science without borderDili, 7-8 May 202597Exploring the Complexities of Language Policy in Multilingual Classrooms in Timor-LesteTans Feliks1, Dias P.Tualaka1* and Ana J. D. Reis21 Linguistics Study Program, Nusa Cendana University, Kupang, Indonesia2English Study Program, Universidade Dili, Timor-Leste*Corresponding author: diaspora.pps.undana@gmail.comAbstractThe implementation of language policy in Timor-Leste remains a complex issue, particularly for primary and secondary school teachers navigating the dual use of the official languages - Portuguese and Tetun. Despite government efforts to strengthen language education, significant challenges persist in aligning policy directives with classroom realities. This study examined teachers' experiences in implementing language policy, focusing on their strategies, challenges, and perceptions regarding the use of Portuguese and Tetun in educational settings. The research explored the gap between policy expectations and the practical constraints faced by educators. Employing a qualitative descriptive approach, data were collected through in-depth interviews, classroom observations, and document analysis (including lesson plans and textbooks). Thematic analysis was used to identify key themes related to policy adaptation and classroom dynamics. Findings reveal a substantial policy%u2013practice gap. Many teachers struggle with limited proficiency in Portuguese, a shortage of appropriate teaching resources, and curricula that are not culturally aligned with students' lived experiences. In response, teachers adopt adaptive strategies such as code-switching, simultaneous translation, and the incorporation of local languages to facilitate comprehension and engagement. However, limited professional development opportunities and insufficient government support further hinder effective policy implementation. To bridge this gap, the study recommends ongoing teacher training, the development of flexible and contextsensitive policies, and increased teacher involvement in the policy-making process. Strengthening institutional support and promoting a more inclusive approach to multilingual education are essential to improving language learning outcomes in TimorLeste.Keywords: Language policy, Education implementation, Multilingualism, Teacher adaptation.