AN INVESTIGATION OF THE DIFFICULTIES OF INCORPORATING ENGLISH INTO THE CURRICULA OF THE EARLY GRADES AT THE ELEMENTARY STAGE IN THE KINGDOM OF SAUDI ARABIA

This study investigates the obstacles that stand in the way of incorporating English into the curricula of the early grades at the Elementary stage which may be a good base for English language learning at the Saudi schools. One hundred and twenty four subjects were involved in the study representing four major sectors relevant to foreign language instruction: EFL in-service and pre-service teachers, Ministry of Education supervisors and parents of intermediate and secondary school EFL students. A variety of tools were used to obtain data and included: open-ended response questionnaire and semi-structured interviews. Findings of the study revealed that obstacles in front of incorporating English in the early grades of the Elementary stage were: conservation of a big sector of the Saudi society, fear of foreign language dominance, native language loss and cultural differences that evoke the fears of getting affected with the life styles and habits foreign language education brings to them. The study presented some recommendations in the light of the results and suggested some topics for further research.