國立虎尾科技大學 |

Medium-of-instruction policies in higher education in Cambodia.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Medium-of-instruction policies in higher education in Cambodia./
Author:	Chan, Virak.
Description:	1 online resource (170 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-03(E), Section: A.
Contained By:	Dissertation Abstracts International78-03A(E).
Subject:	Education policy. -
Online resource:	click for full text (PQDT)
ISBN:	9781369059861

Medium-of-instruction policies in higher education in Cambodia.
Chan, Virak.

Medium-of-instruction policies in higher education in Cambodia. - 1 online resource (170 pages)

Source: Dissertation Abstracts International, Volume: 78-03(E), Section: A.

Thesis (Ph.D.)--The University of Texas at San Antonio, 2016.

Includes bibliographical references

This dissertation examines the current medium-of-instruction policies in Cambodian higher education and the social, economic, and political contexts for their implementation. This research follows a case study design in which one flagship university is examined because of its leading status in the country. From the combined framework of language ecology and linguistic imperialism, data were obtained at different layers of the policies including legislations, institutions, and classrooms. At the legislation level, policy documents were analyzed to see how different languages are represented. At the institutional level, interviews with university administrators and job and scholarship announcements were examined for the contexts for the policies implementation. The contexts for implementation were also examined at the classroom level with data drawing from classroom observations and interviews with both students and instructors. A critical discourse and nexus analysis were done to uncover the discourses about language and their intersections at the different layers of the policies. The findings raise interesting issues regarding the mother-tongue medium, English medium, and bilingual education in the post-colonial and developing countries including nationalism, modernism, hegemony and social inequality. They also contribute to the increasing knowledge of the growing influence of foreign languages particularly English in these countries (Cambodia as an example in this case), of the potential inequalities caused by language policies, and of the social, economic and political contexts that condition them. The knowledge in turns helps inform language policy actors from top to the bottom levels including legislators, rectors, administrators, instructors and students of the university.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369059861Subjects--Topical Terms:

1107727
Education policy.
Index Terms--Genre/Form:

554714
Electronic books.

Medium-of-instruction policies in higher education in Cambodia.
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245 1 0 $a Medium-of-instruction policies in higher education in Cambodia.
264 0 $c 2016
300 $a 1 online resource (170 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 78-03(E), Section: A.
500 $a Advisers: Peter Sayer; Wayne E. Wright.
502 $a Thesis (Ph.D.)--The University of Texas at San Antonio, 2016.
504 $a Includes bibliographical references
520 $a This dissertation examines the current medium-of-instruction policies in Cambodian higher education and the social, economic, and political contexts for their implementation. This research follows a case study design in which one flagship university is examined because of its leading status in the country. From the combined framework of language ecology and linguistic imperialism, data were obtained at different layers of the policies including legislations, institutions, and classrooms. At the legislation level, policy documents were analyzed to see how different languages are represented. At the institutional level, interviews with university administrators and job and scholarship announcements were examined for the contexts for the policies implementation. The contexts for implementation were also examined at the classroom level with data drawing from classroom observations and interviews with both students and instructors. A critical discourse and nexus analysis were done to uncover the discourses about language and their intersections at the different layers of the policies. The findings raise interesting issues regarding the mother-tongue medium, English medium, and bilingual education in the post-colonial and developing countries including nationalism, modernism, hegemony and social inequality. They also contribute to the increasing knowledge of the growing influence of foreign languages particularly English in these countries (Cambodia as an example in this case), of the potential inequalities caused by language policies, and of the social, economic and political contexts that condition them. The knowledge in turns helps inform language policy actors from top to the bottom levels including legislators, rectors, administrators, instructors and students of the university.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Education policy. $3 1107727
650 4 $a Linguistics. $3 557829
650 4 $a Higher education. $3 1148448
650 4 $a South Asian studies. $3 1181839
655 7 $a Electronic books. $2 local $3 554714
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690 $a 0290
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710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a The University of Texas at San Antonio. $b Bicultural-Bilingual Studies. $3 1179514
773 0 $t Dissertation Abstracts International $g 78-03A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10151222 $z click for full text (PQDT)