Contents Abstract Acknowledgements Contents List of Tables List of Figures List of Abbreviations Chapter 1: Introduction 1.1 The context of this study 1.1.1 Background of the researcher 1.1.2 Research context and rationale 1.2 Aims of the thesis 1.3 Layout of this thesis Chapter 2: Language Planning and Policy (LPP) 2.1 Chapter overview 2.2 Terminologies: Language Planning and Language Policy 2.2.1 Language Planning 2.2.2 Language Policy 2.3 Frameworks for language planning 2.4 Language planning and policy in Cambodia since(the Constitutional Monarchy Period) 2.5 A brief review of the history of Chinese language education in Cambodia 2.6 The changes of Chinese identity and Chinese language education in Cambodia: forming, struggling, fading and rebirth 2.6.1 The forming of Chinese identity and the early Chinese education in Cambodia 2.6.2 The struggling of Chinese identity and the restrictions on Chinese education from World War II to the Cambodian pre-civil war 2.6.3 The concealment of Chinese identity and the fading of Chinese education during the Cambodian civil war 2.6.4 The rebirth of Chinese identity and the revitalization of Chinese language education since 1990s 2.6.5 Conclusion 2.7 Summary Chapter 3: Language-in-education Planning (LEP) 3.1 Chapter overview 3.2 Language-in-education Planning (LEP): Educational change in language planning 3.2.1 Terminology 3.2.2 Kaplan and Baldauf's Language-in-education Planning Framework 3.3 The status quo of Mandarin Chinese education in Cambodia 3.4 The debate about Heritage Language Education (HLE) and Teaching Chinese to Speakers of Other Languages (TCSOL) 3.5 Research on Mandarin Chinese education planning in Southeast Asia: Large-scale surveys and Small-scale case studies 3.5.1 Large-scale studies 3.5.2 Small-scale studies 3.5.3 Summary of relevant research 3.6 Summary Chapter 4: Policy intention and teachers' beliefs 4.1 Chapter overview 4.2 Policy intention and implementation 4.3 Teachers' beliefs 4.3.1 Definitions 4.3.2 Factors may influence teachers' beliefs 4.4 Mandarin Chinese teachers' pedagogical beliefs and professional development 4.4.1 Research on TCSOL teachers of China 4.4.2 Research on indigenous Chinese language teachers in Southeast Asian countries 4.5 Summary
4.6 Overall summary of literature Chapter 5: Methodology 5.1 Chapter overview 5.2 Research questions 5.3 Theoretical framework of this study 5.3.1 Epistemology: Constructionism 5.3.2 Theoretical perspective: Interpretivism 5.3.3 Research paradigm: Qualitative 5.4 Research methodology: case study 5.4.1 Rationale for using case study in this research 5.4.2 Multiple case studies in this research 5.5 Researcher's positionality and reflexivity in this study 5.6 Data collection 5.6.1 The phase of preparation 5.6.2 Pilot 5.6.3 Main research-fieldwork 5.7 Data analysis 5.7.1 Data management 5.7.2 Document analysis 5.7.3 Thematic analysis 5.8 Ethics 5.9 Trustworthiness 5.9.1 Credibility 5.9.2 Transferability 5.9.3 Dependability 5.9.4 Confirmability 5.10 Summary Chapter 6: Results Part One- Introduction of Profiles 6.1 Chapter overview 6.2 Profiles of the participating Chinese schools 6.2.1 Case study one-School X 6.2.2 Case study two-School Y 6.2.3 Conclusion of school profiles 6.3 Profiles of the participants in the interview of this study 6.3.1 Profiles of policymakers Profiles of Mandarin Chinese teachers 6.4 Profiles of the participants in the classroom observation of this study 6.5 Conclusion Chapter 7: Results Part Two- Findings regarding Policy and School Practice 7.1 Chapter overview 7.2 Findings from policy documents 7.2.1 National language educational policies of Cambodia 7.2.2 Educational policies issued by the FKCC 7.3 Findings- School policy and school practice 7.3.1 Case study one: School X 7.3.2 Case study two: School Y 7.3.3 Conclusion of cross-case synthesis 7.4 Summary Chapter 8: Results Part Three- Themes from the study 8.1 Chapter overview 8.2 Theme One: The FKCC's educational reform policies
8.2.1 Sub-theme one: Teachers' views on the FKCC curriculum reform policy 8.2.2 Sub-theme two: Teachers' views on the FKCC policy regarding teacher cooperation 8.2.3 Sub-theme three: Teachers' views on the FKCC policy of the expansion of Khmer students' enrolment 8.2.4 Conclusion of Theme One 8.3 Theme Two: The FKCC's assigned textbook of 「Huawen」 (Chinese Literacy) 8.4 Theme Three: The classroom teaching 8.4.1 Sub-theme one: The use of Khmer language in class 8.4.2 Sub-theme two: The focus and methods in classroom teaching 8.4.3 Conclusion of Theme Three 8.5 Theme Four: The evaluation system of students learning achievement 8.5.1 Sub-theme one: Teachers' views on student examination arrangements 8.5.2 Sub-theme two: Teachers' views on students engaging in the FKCC Composition Competition 8.5.3 Sub-theme three: Teachers' beliefs of how to evaluate students' learning success 8.6 Theme Five: Professional development and training 8.6.1 Sub-theme one: Indigenous teachers' dilemma for professional development 8.6.2 Sub-theme two: The training needs of teachers from China for Cambodia-focused TCSOL 8.6.3 Conclusion of Theme Five 8.7 Summary Chapter 9: Results Part Four- Factors Influencing Teachers' Beliefs 9.1 Chapter overview 9.2 Teachers' past educational background 9.3 Teachers' understanding of Chinese school education in Cambodia 9.3.1 Indigenous teachers' understanding of Chinese school education: heritage education or the teaching of subject knowledge through Mandarin Chinese 9.3.2 Hanban teachers' understanding of Chinese school education: TCSOL 9.4 Teachers' training and teaching experience 9.4.1 More teaching experience but less training in TCSOL of indigenous teachers 9.4.2 More experience in teaching Chinese as L1 but less training in TCSOL of COEA teachers 9.4.3 More training in TCSOL but less teaching experience of Hanban teachers 9.5 School profiles and educational resources 9.5.1 School X: City heritage Chinese school with high proportion of ethnic Chinese students 9.5.2 School Y: Rural Chinese school rooted in local Khmer community with high proportion of Khmer students 9.6 The policy intention of the FKCC 9.7 Summary Chapter 10: Discussion and Conclusion 10.1 Chapter overview 10.2 Key findings of this research 10.2.1 Research question 1: How does the FKCC implement Mandarin Chinese education planning and policy (MCPP) at Chinese school level of Cambodia 10.2.2 Research question 2: What are different groups of Mandarin Chinese teachers' pedagogical beliefs and perceptions regarding the FKCC's MCPP in Chinese schools of Cambodia 10.2.3 Research question 3: What are possible factors influencing Mandarin Chinese teachers'pedagogical beliefs and perceptions 10.3 The extensio References
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