The Fourth Edition of English for Cambodian High School Exams

Abstract

Welcome to the Fourth Edition!

“English is the official language of England. This language has been spread throughout the world because of the British Revolution. Once, the United States of America (USA) was also under the control of Britain. That was also the main reason why the USA has used English as its official language so far. English then spread to other parts of the world, where many countries have accepted this language as a foreign language. Some countries have accepted this language as a second language, while some other countries, like Australia, Singapore, or New Zealand, have accepted this language as their official language. Finally, English has become the world’s language or world Englishes” (Em & Mao, 2022, p. V).

Officially integrated in 2015, the Association of Southeast Asian Nations (ASEAN), including Thailand, Malaysia, Indonesia, Brunei, the Philippines, Myanmar (or Burma), Laos, Vietnam, Singapore, and Cambodia, has accepted English as their official language and used it particularly during their annual summit meeting (Phann et al., 2023). As Cambodia is one of the ASEAN members, English has been a popular foreign language for students, teachers, researchers, authors, and foreign visitors coming to Cambodia (Em & Mao, 2022).

Originally, English was introduced to Cambodia during the Khmer Republic or Lon Nol period between 1970 and 1975 (Neau, 2003). However, this language was kicked away during the Khmer Rouge (KR) or Pol Pot regime between 1975 and 1979. The regime ended in 1979. However, due to the influence of communism, English was not allowed to teach and learn until 1989. During this period, teachers and students who taught and learned English were arrested as criminals (Clayton, 2008). These days, English has been included in the school curriculum from Grade 1, and it will be included in the curriculum from preschool levels shortly. Grade 12 students also need to sit for their high school exams in English as one of the other subjects. English is not a compulsory subject for Cambodian high school students at present; that means its scores are only surplus, but this language is very crucial for them because it will pave the way for their further studies (Em & Mao, 2022).

The Khmer Republic, also known as the Lon Nol period, introduced English to Cambodia between 1970 and 1975 (Neau, 2003). However, this language was kicked out during the Khmer Rouge (KR) or Pol Pot regime between 1975 and 1979. The regime ended in 1979. However, due to the influence of communism, English was not allowed to be taught and learned until 1989. During this period, teachers and students who taught and learned English were arrested as criminals (Clayton, 2008). These days, English has been included in the school curriculum since Grade 1, and it will be included in the curriculum at preschool levels shortly. Grade 12 students also need to sit for their high school exams in English as one of the other subjects. English is not a compulsory subject for Cambodian high school students at present; that means its scores are only surplus, but this language is very crucial for them because it will pave the way for their further studies (Em & Mao, 2022).

“Prior to writing this book, we collected as many previous exam papers as possible to use as materials for our learning and teaching. At the end of the course, we decided to write a book called "ENGLISH FOR CAMBODIAN HIGH SHOOL EXAMS" by hoping that this book would be very useful for students and teachers, especially those learning and teaching English in Grade 12. In writing this book, we know that there might be some unintentional mistakes; thus, we would appreciate all the constructive feedback from readers, students, teachers, authors, and the public so that we can produce a better second edition in the future” (Em & Mao, 2022, p. V). This fourth edition, which also includes additional writing assignments and essays, has changed and expanded upon the previous textbook. We are still delighted with the helpful criticism we have received from the public to improve the upcoming editions.

Authors’ Expression of the Fourth Edition

Thank you for your feedback regarding our book. We appreciate your suggestions to improve and expand upon its content. In response to your feedback, we have made several updates to the book to improve its academic value and added additional passages to further engage readers.

One significant improvement we've made is the inclusion of paper tests throughout the book. These tests serve multiple purposes, including reinforcing the concepts discussed in each section, encouraging active learning, and facilitating self-assessment for readers. By including these tests, we aim to provide readers with an opportunity to apply their knowledge and reinforce their understanding of the material.

Furthermore, we have taken your suggestions to heart and strived to maximize the academic quality of the book. To achieve this, we have conducted thorough research on the topics covered, ensuring accuracy, reliability, and depth of information. We have incorporated reputable sources and scholarly references wherever appropriate, providing readers with a comprehensive and well-rounded educational experience.

In addition to improving the academic standard of the book, we have also expanded its length. By adding more content, we have effectively addressed the desire for a more extensive and in-depth exploration of the subject matter. Our objective in doing so is to provide readers with a comprehensive understanding of the topic, covering a wide range of relevant aspects.

While we are confident in the changes we have made, we recognize the importance of ongoing improvement. We eagerly await further constructive feedback from readers, professionals, and experts in the field. Your feedback will help guide our editorial decisions, allowing us to continue refining and enhancing the book in future editions.

By actively seeking feedback, we aim to create a dynamic and evolving resource that meets the needs of our readers. We genuinely value your input and encourage you to continue sharing your thoughts and suggestions.

Thank you once again for your feedback and support in improving our book. We remain committed to delivering the highest quality educational content and appreciate your contribution to helping us achieve that goal.

Editorial Board

References

Em, S., & Mao, Y. (2022). English for Cambodian high school exams (1st ed.). Sereyrath Em. https://sereyrathlearning.wordpress.com/2022/08/15/english-for-cambodian-high-school-exams/

Clayton, S. (2008). The problem of ‘choice’ and the construction of the demand for English in Cambodia. Language policy, 7(2008), 143-164. https://link.springer.com/article/10.1007/s10993-008-9084-9

Neau, V. (2003). The teaching of foreign languages in Cambodia: A historical perspective. Language Culture and Curriculum, 16(3), 253-268. https://doi.org/10.1080/07908310308666673

Phann, S., Em, S., & Tep, S. (2023). Cambodian Buddhist monks' motivation in learning English: Grade level analysis. PROJECT (Professional Journal of English Education), 6(1), 164-175. https://doi.org/10.22460/project.v6i1.p164-175