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
