This study aims to design a bilingual reading module aligned with the Common European Framework of Reference (CEFR) that integrates Tamil and English for Year Four students in Tamil vernacular schools to improve their English reading proficiency. The objectives of the study are to identify the reading challenges faced by pupils, explore teacher insights to inform the design of the module and evaluate the module_s content relevance, CEFR alignment and suitability for classroom use. A basic qualitative research design was employed, guided by the interpretivist paradigm. The module was developed using the ADDIE instructional design model, which includes five systematic phases: analysis, design, development, implementation and evaluation. Two instruments were used to collect data. The first was a semi-structured interview protocol administered to five English language teachers from Tamil vernacular primary schools in Johor Bahru, selected through purposive criterion sampling. The second wa.....

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