English Has Become An Essential Global Language, Playing A Crucial Role In Education, Communication, And Future Career Opportunities. In Indonesia, However, Recent
Curriculwn Changes Have Reshaped How English Is Taught At The Elementary Level. This Study Aims To Examine The Impact Of Discontinuity In Prior English Language Learning And Classroom Practices On Seventh Graders' Engagement In East Bintan. The Discontinuity Stems From Policy Changes In The Kurikulum Merdeka, Which Exclude English As A
Compulsory Subject At The Elementary Level, Leading Many Students To Enter Junior High School With Little Or No English Foundation. Employing A Qualitative Case Study Design, Data Were Collected Through Classroom Observations, Questionnaires, And Interviews With
Seventh-Grade Students And English Teachers Across Four Public Junior High Schools. The Findings Reveal That Students With Limited Prior Exposure Face Significant Challenges In Reading And Listening Comprehension, Resulting In Lower Learning Practices And Decreased
Motivation. Teachers Attempted To Mitigate These Gaps Th.Rough Differentiated Instruction And Interactive Classroom Practices; However, Uneven Student Readiness Hindered Consistent Engagement. The Study Concludes That Discontinuity In English Instruction Adversely
Affects Students' Cognitive, Emotional, And Behavioral Engagement. This Research Contributes By Enriching Theoretical Insights On Student Engagement In Contexts Of
Curricular Disruption, Offering Practical Guidance For Teachers In Managing Uneven Readiness, And Providing Policy Implications For Designing Smoother Transitions Into Junior High School English Learning.