English in Cambodia: changes and challenges

Moore, Stephen H.; Bounchan, Suksiri

doi:10.1111/j.1467-971x.2009.01628.x

Cited by 37 publications

(23 citation statements)

References 12 publications

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“…It has been integrated into secondary school curricula (Clayton, 2006;Neau, 2003;Pit & Roth, 2003) and more recently into those of primary schools (Kuch, 2013). The English language is now taught by Cambodian ELT teachers across the country, compared to two decades ago when it was mostly taught by native English-speaking expatriates (Moore & Bounchan, 2010). A number of research papers have been published on various aspects of ELT in Cambodia, but very few have focused on learner autonomy (LA).…”

Section: Learner Autonomy In Cambodiamentioning

confidence: 99%

Language learner autonomy: Teachers’ beliefs and practices in Asian contexts

2016

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Before taking up his present post in New Zealand in 1995, he worked in England, Europe, and the Middle East as a teacher, teacher educator, manager, and advisor to ministries of education. He has recently accepted visiting professorships in Japan, Korea, and Vietnam, where he has taught undergraduate and postgraduate courses and undertaken joint research projects. His most recent books are Language teacher cognition and practice: International case studies, which he co-edited with Anne Burns, and Codeswitching in university English-medium classes: Asian perspectives, co-edited with James McLellan. He is currently co-editing a book of approaches to researching ESOL teachers' reflective practices. Phil BENSON joined Macquarie University as professor of applied Linguistics in 2014 after more than twenty years as an academic in Hong Kong. His background is in TESOL and he has taught English in Japan, Malaysia, the Seychelles, Kuwait, and Algeria. His main research interest is in autonomy and informal language learning beyond the classroom. He is the author of Teaching and researching autonomy in language learning (Pearson, 2011) and has authored many publications and coedited several collections of papers in this area. He has recently compiled (and constantly updates) a bibliography of more than 2,000 items on autonomy in learning. This interest has recently led him into research projects on study abroad, language learning and new digital media, and the roles of popular culture in second language learning. Simon BORG has been involved in the study of language teacher cognition for over 20 years and his book Teacher cognition and language education (2006, Bloomsbury) remains a central reference in this area of research. He works full-time as an ELT consultant specializing in teacher education and professional development. He is also a visiting professor of TESOL at the University of Leeds and an adjunct professor of English at Bergen University College. Details of his work are available at http://simon-borg.co.uk/. iv Contributors Noor Azam HAJI-OTHMAN is the Director of the Centre for Advanced Research (CARe), Universiti Brunei Darussalam. He is also associate professor in applied linguistics, and teaches on the English Language & Linguistics and the Communication and Media Studies programmes. His main research interests include the interactions between the indigenous languages of Brunei with Malay and English in relation to, and / or as a result of state policy on language, education, and society. He is also interested in bilingualism and bilingual education, and teaching and learning strategies in multilingual classrooms. As director of CARe, he oversees various research projects on youth, obesity, aging, social values, and welfare, topics that have national implications for Brunei; and Malay and English in terms of, or as a result of, state policy on language and education.

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Section: Learner Autonomy In Cambodiamentioning

confidence: 99%

Language learner autonomy: Teachers’ beliefs and practices in Asian contexts

2016

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“…In some Asian contexts, such as India and Pakistan, new Englishes are widely recognised while in others, such as Japan, where English is mainly used as a foreign language, the awareness and acceptance of WE are lower. Suzuki (2011) Among several studies in ASEAN contexts, Moore and Bounchan (2010) examined Cambodian English by employing questionnaires and focus group interviews. The study investigated the perceptions of teachers, administrators, and students as to the status of Cambodian English, and their preferences for different kinds of English.…”

Section: Previous Studies In Asian Contextmentioning

confidence: 99%

World Englishes From a Holistic View and Considerations on English Education in Vietnam

Hao¹,

Phuong²

2017

JFS

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The development of English as the mutual language among ASEAN since 2008 and the formation of ASEAN Economic Community since 2015 have set milestones in the social and educational development of each country in this organisation. In English education in Vietnam, understanding the diversity of Englishes in the organisation has become an important task. This article aims to present a holistic view of World Englishes (WE) in research generally and in relation to English education in Vietnam particularly by illustrating the Vietnamese English teachers’ perceptions of WE in the Vietnamese teaching context. The data were collected via an online questionnaire using a snowball sampling method from seventy-six respondents who are English lecturers from twenty-six universities or colleges in Vietnam. The data were also collected from focus group interviews with fve participants who were doing Master Degree in Applied Linguistics at an Australian university. The article delineates the fndings of the Vietnamese English teachers’ perceptions towards WE and their experiences in introducing WE in their teaching context. Discussion of English education in Vietnam, including issues in English teaching, English teachers’ development and considerations of the policy context, is also be presented.

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“…Young Cambodians, he added, are already using this blend of language-learning input to create successful communication for personal, educational, and work-related purposes. Moore and Bounchan's (2010) survey of the opinions of students at the Institute of Foreign Languages at the Royal University of Phnom Penh regarding the value of Cambodian ELT faculty there found that a growing minority of learners appreciated the value of Cambodian teachers of English because of "how they could help their students to learn English, whereas native English speakers seem to be valued only as role models for English pronunciation and spoken interaction" (p. 123). While this finding might not hold true in other settings, the possible emergence of a trend is an intriguing area for future research.…”

Section: Moving Toward a Multilingual Model Of Elt In Cambodia And Thmentioning

confidence: 99%

Adapting Textbooks to Reflect Student Needs in Cambodia and the ASEAN Region

Chea¹,

Klein²,

Middlecamp³

2012

LEiA

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The authors first discuss the emergence of English as a lingua franca in Cambodia and elsewhere in Southeast Asia, and the emergence of Kirkpatrick's (2011) multilingual model of English teaching in the region. They then consider the importance of textbook adaptation as a way of supporting this new paradigm and the role that non-native-speaking teachers have in creating these adaptations. A detailed example of textbook adaptation, which explains (1) why to consider adapting materials and (2) how to make well-considered, manageable changes, is then provided as a model for practioners to consider. Finally, some practical concerns teachers might have about texbook adaptations are addressed.A Japanese-coordinated meeting between delegates from Cambodia and Colombia to plan training in rural land-mine removal took place in October 2010 in Phnom Penh, Cambodia. No representatives from an English-speaking country participated. In which language was the training held? Not surprisingly, the answer is English. (S. Nem, personal communication, March 20, 2011). This is just one example of how English is already used in Cambodia as a means of communication between people who do not share it as their first language. Such interaction in Cambodia and the other members of ASEAN (Association of Southeast Asian Nations) will continue to grow. This growth is due, at least partially, to (1) the fact that use of English as the organization's sole working language is already mandated (Association of Southeast Asian Nations, 2007) and (2) the promotion of "English as an international business language at the work place" being one objective of ASEAN's plans for regional integration in 2015 (ASEAN Secretariat, 2009, p. 3). Clearly, English use among non-native speakers is taking on an everincreasing role in the spread of professional information in the region.

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English in Cambodia: changes and challenges

Cited by 37 publications

References 12 publications

Language learner autonomy: Teachers’ beliefs and practices in Asian contexts

Language learner autonomy: Teachers’ beliefs and practices in Asian contexts

World Englishes From a Holistic View and Considerations on English Education in Vietnam

Adapting Textbooks to Reflect Student Needs in Cambodia and the ASEAN Region

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