Recent modifications to the Turkish educational system have mandated that instruction in
English begin in the 2nd grade, rather than the 4th grade, as was previously required.
Consequently, substantial modification of the elementary (2nd through 8th grade) English
language teaching program has been carried out in order to accommodate this change.
Successful implementation of the new program may be significantly affected by the efforts of
elementary school administrators to incorporate the restructured curriculum at the institutional
level. Therefore, the researchers believe that understanding the attitudes of school principals
concerning these changes may play a significant role in learner outcomes. Accordingly, by
means of personal interviews, this qualitative study explores the beliefs of nine elementary
school administrators concerning the teaching of English to younger students, as well as their
general opinions on English language education. The results indicate divided opinions toward
the requirement for English instruction, although the administrators’ attitudes toward facilitating
English teaching in their schools were generally positive. However, they expressed concerns
about the recently replaced teaching program and indicated general agreement that revision was
needed. Based on the perceptions expressed by the participants, the researchers concluded that
the administrators may be motivated to promote the modified teaching program among teachers,
students and parents. However, the responses of the participants also raised significant questions
about school principals’ underlying beliefs concerning the importance of English language
education, as well as institutional issues that may warrant intervention. As a result, suggestions
for additional research are made.

doi: 10.15700/201412071144