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Okul Öncesi ve Temel Eğitim Dergisi 2026, Cilt 7(1) 1-21

Kindergarten Language Experiences and Cambodian Generation Z Students' Perceptions of Learning Khmer

Sopha Soeung • Vutheavy Chim
Bu makaleye atıf yap
Makale Türü
Araştırma Makalesi
Yayın Tarihi
September 06, 2026
Sayfa Sayısı
1-21
DOI
10.29329/jpee.2026.1444.8

Öz

Cambodia require all Cambodian students enrolled in international schools to study Khmer as a compulsory subject. However, little is known about how different kindergarten language experiences shape students' perceptions of learning their native language. This qualitative topical life-history study explored the perceptions of 19 eighth-grade students who had attended Khmer, English, or dual-language kindergarten programmes. Data were collected through unstructured interviews and analysed using conceptual content analysis. Six major themes emerged from the analysis. Four themes describe students' perceptions of learning Khmer: (1) preference for English over Khmer, (2) influence of kindergarten language experience, (3) the role of home language policy, and (4) linguistic challenges in Khmer literacy. Two additional themes explain students' learning behaviour: (5) communication strategies, particularly reliance on code-switching, and (6) perceptions of traditional Khmer teaching practices. Students who attended Khmer or dual-language kindergarten generally demonstrated stronger motivation to learn Khmer than those who attended English-medium kindergarten. Home language use further shaped students' language preferences and classroom participation. Students with limited early exposure to Khmer experienced greater difficulty with reading comprehension, pronunciation, spelling, and socially appropriate vocabulary, while many viewed code-switching as an effective learning support. The findings suggest that strengthening early Khmer exposure through kindergarten, increasing opportunities for Khmer language use at home, and adopting more interactive and bilingual-sensitive instructional approaches may improve Khmer language learning among students enrolled in international education programmes.

Anahtar Kelimeler: Generation Z Native Language Learning Kindergarten Experience Qualitative Research Language Policy Cambodia
Bu makaleye atıf yap
Soeung, S. & Chim, V. (2026). Kindergarten Language Experiences and Cambodian Generation Z Students' Perceptions of Learning Khmer. Okul Öncesi ve Temel Eğitim Dergisi, 7(1), 1-21. https://doi.org/10.29329/jpee.2026.1444.8

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