Abstract
This study aims to highlight and analyze potential constraints on the implementation of English language education in Cambodian primary schools. The results of self-assessment questionnaires conducted with 89 primary school teachers indicate that teachers do not yet have sufficient knowledge of English and adequate skills to teach English to pupils. In addition, the results from interviews with school principals and concerned policymakers further reveal that English language syllabi, textbooks and other teaching materials are not yet available. Moreover, the actual number of learning periods in primary schools at present is well below the international standard; thus, it would be difficult to allocate time for learning English as another subject even if the teachers and curriculum were ready. However, considering the opportunities pupils will have for survival and advancement if they possess a good command of English, and acknowledging the fact that they will have a better chance to master English if they start learning it at an early stage, the government as well as aid agencies should make greater efforts to gradually deal with the above mentioned constraints.
