Challenging the Monolingual Norm: An Exploratory Study of L1-Mediated Classroom Management in Saudi ELT (Published)
In alignment with the Saudi Vision 2030 Human Capability Development Program (HCDP), the Kingdom has prioritized the radical transformation of early childhood and primary education to foster a globally competitive generation. Central to this objective is the mastery of the English language, where effective classroom management serves as the baseline for successful pedagogical delivery. This research investigates a critical but often debated variable in primary ELT (English Language Teaching): the strategic use of the students’ mother tongue (Arabic) as a tool for fostering professional discipline and classroom harmony. Utilizing a comparative analysis of perceptions among native and non-native English educators within a Saudi Arabian primary school, this paper examines the perceived advantages and systemic challenges associated with bilingual classroom management. The findings offer a nuanced insight into how L1 (Arabic) integration can act as a “scaffolding” mechanism to reduce cognitive load and behavioural friction in early learners. By identifying the specific barriers faced by native-speaking practitioners, this study provides actionable insights for standardizing teacher training and curriculum development. Ultimately, this research contributes to a robust educational framework that supports the Kingdom’s goal of building a bilingual, high-potential workforce from the foundational primary level upward.
Keywords: L1 scaffolding, classroom management, cross-cultural communication, pedagogical optimisation, translanguaging, vision 2030
An Investigation of Cultural Sensitivity and Teachers’ Classroom Management (Published)
The variety of cultures in educational institutions is expanding quickly. As a result, instructors’ understanding of cultural background becomes a useful asset in how they run their classroom. This study sought to determine how instructors’ classroom management relates to their cultural sensitivity. A correlational research design was used in the study. It is a quantitative study that also included interviews. A total of 30 participants who taught at three universities in Oman; namely A’ Sharqiyah University, Sohar University and the University of Technology and Applied Sciences during the academic year 2022–2023 were included in the study. Three (3) of the educators were chosen at random for an interview. Questionnaires were used to collect the necessary data following the survey method and teacher interviews were selected at random. Frequency count and percentage were used to examine the data. The study’s findings showed that teachers exhibit a high level of cultural awareness. They made extensive use of optimal classroom management. A moderately significant association between cultural sensitivity and classroom management was also revealed by the research. According to the results, instructors’ cultural sensitivity affects how they manage their classrooms. The study suggests teacher capacity-building initiatives, such as seminar-workshops on multicultural educational approaches and culturally sensitive classroom management techniques, to help teachers expand their expertise.
Keywords: Cultural-sensitivity, Educational Institutions, classroom management