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Speaking in Two Tongues: an Ethnographic Investigation of the Literacy Practices of English As a Foreign Language and Cambodian Young Adult Learners’ Identity

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Speaking in Two Tongues: An Ethnographic Investigation of the Literacy Practices of English as a Foreign Language and Cambodian Young Adult Learners’ Identity Soth Sok Student Number: 3829801 College of Education, Victoria University Submitted in fulfilment of the requirements of the degree of Doctor of Philosophy in Education February 2014 Speaking in Two Tongues: An ethnographic investigation of the literacy practices of English as a foreign language and Cambodian young adult learners’ identity Abstract This study focuses on how the literacy practices in English of young Cambodians shaped their individual and social perception as well as performance of identity. It examines the English language as an increasingly dominant cultural and linguistic presence in Cambodia and endeavours to fill the epistemic gap in what Gee (2008, p. 1) has identified as the ‘other stuff’ of language. This other stuff includes ‘social relations, cultural models, power and politics, perspectives on experience, values and attitudes, as well as things and places in the world’ that are introduced to the local culture through English literacy and practices. Merchant and Carrington (2009, p. 63) have suggested that ‘the very process of becoming literate involves taking up new positions and becoming a different sort of person’. Drawing on the life stories of five participants and my own-lived experiences, the investigation is in part auto-ethnographical. It considers how reading and writing behaviours in English became the ‘constitutive’ components of ‘identity and personhood’ (Street 1994, p. 40). I utilised semi-structured life history interviews with young adult Cambodian participants, who spoke about how their individual and social performance of identity was influenced by their participation in English literacy practices and events in Cambodia. Sharing life stories, my participants and I revisited our past. We re-evaluated our life and recalled moments that made us smile, laugh, and sometimes even cry. Narrating and exchanging our life stories appeared to help my participants and I to come to term better with our life. In the process, my investigation became embodied making me vulnerable to both the research process and the data. Instead of pretending that embodiment and vulnerability did not happen, I learnt from Behar (1996) to include them in my methodology. As our life stories covered various themes that spread across disciplines and genres such as culture, peer, society, politics, economics, psychology, and pedagogy, I employed bricolage (Kincheloe 2001; Kincheloe & McLaren 2005) as a theoretical framework to “interpret … and deconstruct” the data in a multiperspectival manner (Kincheloe 2001, p. 682). Using voice centred relational method (Brown & Gilligan 1993) as a tool for data analysis, I was able to understand how English literacy and practices could help Cambodian young adults to discover their voices and selves and navigate in a supposedly hierarchical social and cultural context of relationships of ii Speaking in Two Tongues: An ethnographic investigation of the literacy practices of English as a foreign language and Cambodian young adult learners’ identity Cambodia. I found that literacy is not just the ability to code and decode linguistic signs. Instead, literacy is everything we do with a language that define self, identity, and ultimately the meaning of being and becoming at a personal level and culture and society at a higher degree. iii Speaking in Two Tongues: An ethnographic investigation of the literacy practices of English as a foreign language and Cambodian young adult learners’ identity Student Declaration I, Soth Sok, declare that the PhD thesis entitled ‘Speaking in Two Tongues: An Ethnographic Investigation of the Literacy Practices of English as a Foreign Language and Cambodian Young Adult Learners’ Identity’ is no more than 100,000 words in length including quotes and exclusive of tables, figures, appendices, bibliography, references and footnotes. This thesis contains no material that has been submitted previously, in whole or in part, for the award of any other academic degree or diploma. Except where otherwise indicated, the thesis is my own work. Signature Date 24 February 2014 Soth Sok iv Speaking in Two Tongues: An ethnographic investigation of the literacy practices of English as a foreign language and Cambodian young adult learners’ identity Acknowledgements As an Australian Leadership Awardee (ALA), I am most grateful to the Australian government and her people, who made it possible for me to conduct this PhD in Australia. I thank the Australians, including all the traditional owners of the lands, who have warmly welcomed me into their most beautiful countries and communities. I would like to extend the same gratitude to the Cambodian government for supporting and granting my study leave from my official duties in Cambodia. I would also like to thank my parents, who in their unique ways inspired me to keep studying. More importantly, I would like to express my very great appreciation to Dr Mark Vicars, my principal supervisor, for his unfailingly wholehearted support, inspiration, guidance and patience. I would not have completed this study successfully without his belief in my project and me. Similarly, I am grateful to Dr Mary Weaven, my associate supervisor, for her different perspective, tenacious attention to detail, support, enthusiastic interest and encouragement. I am also thankful to my long-suffering family—my wife and sons—for their understanding and unfailing support and tolerance of my obsessive commitment to the research. Finally, I owe many thanks to all my participants, who willingly volunteered to participate in this project. They shared with me their valuable time and life stories while tolerating my inquiries and intrusions into their personal spaces. v Speaking in Two Tongues: An ethnographic investigation of the literacy practices of English as a foreign language and Cambodian young adult learners’ identity Contents Abstract ........................................................................................................................ ii Student Declaration .................................................................................................... iv Acknowledgements ...................................................................................................... v Contents ....................................................................................................................... vi List of Figures ............................................................................................................. ix List of Tables ................................................................................................................ x List of Abbreviations .................................................................................................. xi Map of Cambodia with Bordering Countries ......................................................... xii Map of Cambodia ..................................................................................................... xiii Timeline of Historical Events in Cambodia ........................................................... xiv Chapter 1: Introduction .............................................................................................. 1 Globalization and English Literacies ......................................................................... 1 Choosing the Research Topic, or Did the Topic Choose Me? ................................... 2 The Awakening Experience: Khmer-min-Khmer, Erop-min-Erop ............................ 5 Identity Trouble ......................................................................................................... 7 Reflecting the Self ..................................................................................................... 8 Joining the Dots ......................................................................................................... 9 Chapter 2: ‘Looking East, Facing West’ ................................................................. 10 The Rise and Fall of Linguistic Imperialism in Cambodia ...................................... 11 UNTAC and English Literacy Practices .................................................................. 13 Cambodia and Khmerness ....................................................................................... 15 Shaping Khmer Being and Becoming ..................................................................... 17 Chbabs (or Chbaps) ................................................................................................. 17 Proverbs ................................................................................................................... 20 To Be or Not to Be? ................................................................................................. 20 Chapter 3: Methodology ........................................................................................... 22 Here We Go Again! ................................................................................................. 22 A Messy and Embodied Methodological Experience .............................................. 23 At the End of the Tunnel .......................................................................................... 24 Going Beyond .......................................................................................................... 25 Hermeneutics ..........................................................................................................
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