Why English needs to become a core Grade 12 subject
Students line up to take the Grade 12 examinations. The authors of this think piece argue that English language should become part of the core curriculum. FB
-Opinion-
English should no longer be an elective exam subject in the national Grade 12 examination in Cambodia. Making it an elective exam subject sends the wrong signal, suggesting that English is not important and that students, teachers, school principals and even parents should not care much about it.
This is a critical issue that needs to be discussed to change how English is perceived by relevant stakeholders in Cambodian general education.
It is widely known that English is a major foreign language in Cambodia. Due to growing demands in various dimensions and sectors, such as higher education, vocational training, job markets, overseas education and migration, English has long served as a bridge or a passport for people who want to pursue higher education, seek high-paying jobs or look for opportunities overseas.
Considering the important role of English in people’s personal and professional lives, it is crucial to prepare Cambodian high school students for life after high school. One key strategy is to ensure they are equipped with a good level of English proficiency.
The current status of English as an elective subject presents a barrier. It means that even if students fail the English subject in the exam, their overall exam score is not affected.
If they pass the English subject, any score above the passing mark will be added to their overall exam score. Since the passing mark is 25, if students receive a score of 30 over the total score of 50 for their English exam, five additional points will be added to their overall score.
It is important to consider that keeping English as an elective may be appropriate for education equity, as students, especially rural ones who generally lack access to qualified English teachers and resources, could be disadvantaged if it became a core subject.
However, this policy has unintended negative consequences. It may cause negative long-term effects on students’ and concerned stakeholders’ attitudes toward English. This could be disastrous and alarming: many students may finish high school with limited English proficiency; as a result, their future and lives after high school may be met with obstacles.
Thus, the policy on the status of the English subject in the national Grade 12 exam needs to change. We argue that it should join the likes of mathematics, Khmer literature and history as a core subject.
Advantages of English as a core exam subject
Numerous factors highlight the importance of English language.
First, it has become a global lingua franca, employed by multinationals to communicate. High-level entities, such as the UN, the World Health Organization, the North Atlantic Treaty Organization (NATO), and the Association of Southeast Asian Nations (ASEAN), all employ English as one of, if not their only, official languages.
Renowned language scholars such as David Crystal have noted that English facilitates cross-cultural exchange and strengthens diplomatic relations. David Graddol, another famous language scholar, has also noted that much of the world’s academic research, scientific publications and digital resources are produced and disseminated in English.
Second, English is the language of instruction in many educational settings, particularly in higher education around the world. Many educational institutions consider TOEFL and IELTS tests as standardised or official tests for admission into their programmes.
If students want to pursue higher education in such institutions, they need to have a high level of English. Moreover, any guidelines, contracts and application forms are in English. Scholars like John Swales have mentioned that English is the principal medium of academic publishing and the requirement for international academic opportunities. English is critical to understand research and engage in research activities such as international publication and collaboration.
Third, English is central to many cosmopolitan companies and institutions. Leading language researchers such as Andy Kirkpatrick have stated that English is the dominant language of multinational corporations; it helps to enhance employability, entrepreneurship and professional networking. Academic, cultural and professional exchanges are usually conducted in English.
Fourth, English is an official language of ASEAN. Diplomatic dialogues, negotiations and resolutions are officially processed by using the English language. English has also become the second language of many ASEAN countries, with people employing it daily at home, and in schools and workplaces. If Cambodian students are not prepared for these international and regional language policies and trends, they will be at a disadvantaged end when it comes to international and regional engagement or cross-border collaboration.
Fifth, English is the standard language of technology, used for programming and software development. A lot of technological software and engines are integrated with English as the main coding language. Without sufficient knowledge of English, it is hard to use digital devices, let alone develop such devices or be involved in research and innovation relevant to technologies. In addition, English has its role beyond the technological realm. It shapes global cultural exchanges, literature, media, music, movies and other essential aspects in the digital era.
Finally, from a national or Cambodian perspective, English has become indispensable in social media, education, and work in Cambodia.
During the Covid-19 pandemic, Cambodian English teachers and learners demonstrated resilience and adaptability through online and blended learning, usually through English as a medium for remote education.
In the fight against fake news and disinformation during the recent Thailand-Cambodia border conflict, it is English that helps the world see the reality on the ground. Without communication and information shared in the English language, the rest of the world will view Cambodia as an aggressor, while in reality Cambodia is a victim. All of these further highlight the role of English beyond the classroom. This is not to mention the role of English in supporting Cambodian students to gain access to higher education, social mobility, and local and international scholarships.
The above reasons highlight the significant role English plays in many domains. It emphasises the need to ensure that all stakeholders see English as a necessity, not an option.
If it remains an elective subject, the results may not be favourable. As previously mentioned, students may not work hard to prepare themselves for the English exam. This line of thinking and attitude will not bode well for their proficiency development.
Disadvantage of having English as a core exam subject
Despite the myriad of advantages, there some potential downsides to having English as a core subject in the national Grade 12 examination, as the examinations are high-stakes or even “life-defining” exam for many students. The potential disadvantages are as follows.
Firstly, it may weaken Cambodian students’ connection to their own Khmer language. Researchers like Robert Phillipson have argued that requiring English in national exams risks marginalising local languages and creating linguistic hierarchies or injustice. For instance, if English is a core exam subject, some Cambodian students and parents may consider English as their everything, so they will put overwhelming efforts and resources on English classes rather than on their mother tongue. This can have negative effects on the learning of the Khmer language.
Secondly, it can increase inequality among students due to financial, cultural, social or economic factors. Language education professors like Elana Shohamy have noted that the disadvantaged students often have less access to quality English instruction, and high-stakes exams often widen social inequities by favouring elite or well-to-do students. This is perhaps the main reason behind the current policy.
Thirdly, requiring English in the national Grade 12 exams may place excessive pressure on students, teachers and school administrators. Scholars like Colin Baker have pointed out that treating English as a must-pass subject can unfairly block capable students from progressing academically and professionally, even if they outclass others in other subjects. Thus, English could serve as a barrier to some students who may excel in subjects other than English.
Fourthly, requiring English in the national exam can further complicate the current system, which seems to place too much emphasis on exam scores. Some analysts have argued that when too much time is spent on exams, there is little time for real or meaningful learning. As is widely known, Cambodian Grade 12 students must dedicate all of their time to preparing for the Grade 12 exams.
Adding English to the exam may add another layer of anxiety and burden, risking the loss of meaningful learning or engagement in other extracurricular activities that develop interests, knowledge and skills beyond the classroom setting.
Requiring English as a core exam subject may bring about additional problems, particularly for marginalized or disadvantaged students. It may also exacerbate the current system that emphasizes test performance or exam scores over performance-based evaluation.
English should be a core exam subject in the national Grade 12 exam in Cambodia
Having discussed the advantages and disadvantages of including English as a core subject, we argue that it should be mandatory. Once it becomes a core subject, students will pay more attention to it.
As a result, they will study harder, prepare better and have a more positive attitude toward English.
As English plays a vital role in various domains and sectors, particularly in higher education and research, students who possess high English proficiency will find greater success in their further education and work.
They will also have more opportunities, such as being able to secure a good job, having higher chances of getting a promotion, being able to communicate and collaborate with foreigners, having better chances of winning a scholarship, and being able to more easily engage in regional and international events.
Including English as a core subject is essential. Not only will it send the right signal to students and teachers about the important role of the language will play beyond high school, it will also motivate students to pay more attention to English.
The expected results will be favourable: fewer students will fail the subject in the national Grade 12 exam, and more students will graduate high school with better English proficiency that can help them find opportunities and success in their studies, work and lives beyond high school.
Chueng Pich is a teacher of English at Chea Sim Reakchey High School and a PhD student in Curriculum and Instruction at the National Institute of Education. Kimkong Heng has a PhD in education and is a co-founder and editor-in-chief of the Cambodian Education Forum. The views and opinions expressed are their own.
-The Phnom Penh Post-
