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