Bilingual learning experiences, beliefs, and teaching practices of Cambodian teachers of EFL

• Main Author: Ouk, Diven
• Format: text
• Language: English
• Published: Animo Repository 2009
• Subjects: Second language acquisition; English as a foreign language; English language—Study and teaching—Foreign speakers; Teachers > Cambodia; Education, Bilingual > Cambodia; Applied Linguistics; Bilingual, Multilingual, and Multicultural Education; Linguistics
• Online Access: https://animorepository.dlsu.edu.ph/etd_doctoral/292; https://animorepository.dlsu.edu.ph/context/etd_doctoral/article/1291/viewcontent/CDTG004760_P.pdf
• Institution: De La Salle University

The study has been conducted as a contribution to educational research, particularly EFL research in the field of bilingualism and second/foreign language acquisition. This study aims to investigate learning experience, beliefs, teaching practices, and relationships among learning experience, beliefs, and teaching practices of transfer, code-switching, learning strategies, motivation, and language awareness of teachers of EFL. The study examines five cases of Cambodian teachers of EFL at the Royal University of Phnom Penh. The findings present that the five cases had experience in transfer more or less, to some extent in code-switching, learning strategies, motivation, and all of the five cases had some unqualified teachers of EFL. They all believe that transfer, code-switching, learning strategies, motivation, and language awareness of teachers of EFL play great roles in student learning. In teaching practice, all of them pay attention to learning strategies, motivation, their language awareness, and some degree to transfer. They all allow their students to code-switch, mainly in brainstorming. Some of them code-switch in the classroom, but some believe in the English only policy. The study reveals that there are close relationships between learning experience and beliefs and between beliefs and teaching practices in learning strategies, motivation, and language awareness. There are also associations in transfer and code-switching, but the degree is not as great as the degree in learning strategies, motivation, and language awareness. Hence, there are similarities among learning experience, beliefs, and teaching practices of the five Cambodian teachers of EFL.