Student Teachers’ Perception of Language Use and Their Professional Image

Abstract

The use of English as the language of wider communication in post-colonial countries has resulted in different styles of English. In Singapore the two main varieties are Singapore Standard English (SSE) and Singapore Colloquial English (SCE). English medium education is one of the domains where Standard English is enforced by professional organizations and policy makers. Yet teachers may not see the need to use this formal style in their everyday communication, which creates a professional dilemma of language use.

This paper examines student teachers‟ views on the role of communication skills and language use in the construction of the professional image they would like to project as future teachers with particular reference to the use of SSE and SCE. In this regard, it draws on two theoretical models to explain how users of Singapore English adjust their language use to fit professional, cultural and social roles: a) Alsagoff‟s (2010) Cultural Orientation Model (COM) and b) Leung‟s (2009) model of sponsored and independent professionalism.

The findings suggest that student teachers are aware of the need to be a language role model and thus wish to use SSE in their professional capacity. However, they also understand the benefits and necessity of shifting between a local and global, or a personal and professional, orientation of language use to build rapport and project their cultural and national identity or when they wish to express authority and professionalism.