Effectiveness of bilingual education in Cambodia: A longitudinal comparative case study of ethnic minority children in bilingual and monolingual schools

Journal article


Lee, Scott, Watt, Ron and Frawley, Jack. (2015). Effectiveness of bilingual education in Cambodia: A longitudinal comparative case study of ethnic minority children in bilingual and monolingual schools. Compare: a journal of comparative and international education. 45(4), pp. 526 - 544. https://doi.org/10.1080/03057925.2014.909717
AuthorsLee, Scott, Watt, Ron and Frawley, Jack
Abstract

There is little research in the developing countries of South East Asia on the effectiveness of bilingual education programmes that use first language instruction for ethnic minority children. This study investigated the effectiveness of a bilingual education programme involving ethnic minority children in Cambodia by comparing their performance in mathematics, Khmer literacy and oral Khmer to their ethnic minority peers whose education is in the national language only. The findings show that students in the bilingual schools performed better in mathematics than their peers in the monolingual schools, but the differences in Khmer literacy and oral Khmer test scores were statistically insignificant. The study suggests that bilingual education using first language instruction could benefit academic development among ethnic minority students in Cambodia, at least in terms of mathematics achievement.

Keywordsbilingual education; ethnic minority; children; comparative; mathematics; literacy
Year2015
JournalCompare: a journal of comparative and international education
Journal citation45 (4), pp. 526 - 544
PublisherRoutledge
ISSN0305-7925
Digital Object Identifier (DOI)https://doi.org/10.1080/03057925.2014.909717
Scopus EID2-s2.0-84938423113
Page range526 - 544
Publisher's version
File Access Level
Controlled
Place of publicationUnited Kingdom
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