Putting out the fires: Supervisors' experiences of introducing primary English in Saudi Arabia

Saudi Arabia introduced the teaching of English in the last year of primary level in 2004, and expanded it to the fourth year of schooling in 2011. This study uses the reported experiences of representatives from one key group of change 'partners': Saudi Primary English Supervisors, to explore aspects of the first six years of TEYL implementation. Their reports suggest widespread inconsistency during the first phase of implementation and little attempt to address the issues before launching the second phase. We suggest that acknowledging the value of these implementers' experiences and giving greater consideration to their suggestions, could help enable the second phase of implementation to become more consistent than the first.