Abstract
Teaching English to Young learners (TEYL) initiatives can represent an example of complex change (Fullan, 1992), whose classroom implementation implies those affected by the change learning new, or adjusting existing, practices and beliefs. Research (Levin and Fullan, 2008; Wedell, 2013) suggests that if contextually appropriate versions of complex change outcomes are to become visible in the majority of classrooms, both the parts of the change system (e.g. materials and assessment), and the way in which the people affected (change 'partners') carry out their roles, need to be as consistent as possible with change aims.
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. (C) 2014 Elsevier Ltd. All rights reserved.