Virak Chan

Dialogic teaching (DT) is widely used in English language teaching (ELT), but its success depends on what teachers believe they can do with classroom dialogues. However, there is no task-specific scale to measure preservice teachers’ self-efficacy for using DT in ELT. As the first phase of a three-paper research project, this study develops and provides initial validation of the Self-Efficacy Scale for Dialogic Teaching (SESDT). The items were based on dialogic teaching theory and Bandura’s guidelines, and were refined through expert review and pilot testing. The scale was then given to 367 preservice teachers at the Royal University of Phnom Penh. Exploratory factor analysis showed a four-factor structure: Promoting Critical Dialogue, Facilitating Dialogue, Assessing Dialogue, and Dialogic Questioning. The scale showed high reliability and a clear structure, with related but distinct aspects of dialogic teaching self-efficacy. The current SESDT provides psychometric evidence and can serve as a useful tool for future research and teacher development.

In this qualitative interpretive policy analysis case study, we examine the Cambodian government’s adoption and expansion of a Multilingual Education (MLE) program for speakers of different indigenous ethnic minority languages across five Northeastern provinces. Data include MLE policy documents and curriculum, observations in MLE schools, and interviews and focus groups with NGO staff, government officials, MLE Core Trainers, local MLE teachers, and school board members. We also analyze the nature of Khmer and indigenous language use and the nature of teaching and learning in the MLE schools and classrooms. Findings reveal significant success in establishing new schools and programs, expanding access to nearly 5,000 indigenous students, but also identify a number of challenges related to the governments’ capacity to further develop and expand MLE, with continual reliance on NGOs for technical and other support. Analyses of classroom observation data provide evidence of fidelity to the MLE model and curriculum, effective teaching and learning, and highly engaged teachers and students.