Creative Writing in English: Singapore

Creative Writing in English: Singapore

Singapore

Singapore is a country in which the learning of the English language has become vitally important. For many students, the learning of the English Language is dependent upon the development of creative writing skills. Creative writing is used as a learning tool because it permits students to write in a manner that allows them to feel comfortable as they become more proficient in using the English language. Creative writing is utilized as a mechanism that allows students to expand their vocabulary and improve comprehension skills. In recent years creative writing in the English language for junior college students and into adult working life in Singapore has been encouraged. The goal of the study was to evaluate three different Singaporean groups: Junior College students that completed a creative writing course, Junior College students that had not completed a creative writing course and already in the workforce who completed a "creative writing in English" program. A total of 55 people were surveyed for the purposes of this study. Most of these individuals had positive views of the courses and reported some increase in English proficiency (speech, writing, and comprehension). The participants also reported that they understood the importance of English language proficiency in achieving their academic and career goals.

Table of Contents

Chapter I Introduction

Background Information

Statement of Problem

Purpose of Study

Research Questions

Significance of Study

Definition of Terms

Chapter II Literature Review

Introduction

English Literacy in Singapore

English as a Second Language

Singaporean English

English Language Skills

Learning English

Instructional Tools for ESL

Listening and Speaking Strategies

Sociocultural perspective

Situated Meanings and Cultural Models

ESL and Academic writing

The pre-process era

Pre-process Approach

The Process Era

The role of Creativity in Education and Learning English

Creativity and Education

Creativity and the English Language

Singlish and the need for Creative Writing in English

Movement to speak "Good English"

Language, culture and identity

Singlish in Schools

Workforce Education and Skills in Singapore

Chapter III Methodology

Methods

Data Collection

Participants

Chapter IV Results

Chapter V Conclusion

Chapter VI Recommendations

Chapter I Creative Writing in Singapore Introduction Throughout the world learning to speak and write English proficiently has become vitally important in the context of conducting business and functioning in an increasingly global society. Around the globe instructors of English as a second language are constantly creating curriculum that better meets the needs of students and ensures that English proficiency is obtained.

Singapore is one country in which the learning of the English language has become crucial. For many students the learning of the English Language is dependent upon the development of creative writing skills. Creative writing is used as a learning tool because it permits students to write in a manner that allows them to feel comfortable as they become more proficient in using the English language. This particular instructional tool is utilized as a mechanism that allows students to expand their vocabulary and improve comprehension skills.

In recent years creative writing in the English language for junior college students and adults in the workforce has been encouraged in Singapore. The geographic location of Singapore and the country's status as an English speaking country has made it an attractive destination for tourist and investors alike. Investment and tourism are significant aspects of Singapore's economy and assists in the nation's ability to have a high quality of life for its people. As such English proficiency remains important throughout junior college and once individuals enter the workforce.

Singapore has a unique education structure. This discourse will focus on Creative writing as it pertains to junior college students. In Singapore junior college is also referred to as Pre-University Education. According to Singapore's Minister of Education Pre-University education "prepares students for the GCE "A" Level examination at the end of the 2-year junior college or 3-year centralized institute course. Students who completed their pre-university education will receive a School Graduation Certificate ("Pre-University Education")."

As a way to ensure that English Language learners are acquiring the language in a manner that is efficient and lasting, educators have utilized creative writing to assist students. This phenomenon is apparent in countries throughout the world. In addition to students, employers have also recognized the need for employees to continue writing creatively in English. In doing so employees are better able to communicate in the workplace and amongst individuals who are native English speakers. Background Information on Creative Writing in English in Singapore Lim (2004) that many people who are familiar with Singapore English (SE) which is sometimes referred to as Singlish. In addition, there is a great deal of scholarly research available concerning SE. Many of the current surveys of varieties of English, textbooks, dictionaries, and even websites have been dedicated to the purpose of discussing SE. However, research concerning the specific and unique nature of SE is not as prevalent. In addition to information concerning the pedagogy of the English language in Singapore is also lacking.

Lim (2004) explains that Singapore English has as a foundation a significantly large body of naturally-occurring spontaneous speech of young, native speakers of Singapore English. As such English spoken in Singapore is vibrant, current, contemporary and colloquial (Lim, 2004). The current speaker of Singaporean English is young Singaporeans who were raised during a period where, since the time they entered school they have been "English-knowing bilinguals" (Pakir 1992). In other words, the young people of Singapore have had exposure to English and their mother tongue to a degree that is almost equal (Lim, 2004).

With this understood, in Singapore and in many other nations where English is compulsory, students have had a great deal of exposure to English. This is quite different than American schools in which most students are not required to even be exposed to a foreign language until middle school. Although Singapore has adopted English as the national language of the country, there are some very real differences between the English spoken in Singapore when compared to other parts of the world that also have English as the official language. Subtle changes in the way that English is spoken are not an uncommon phenomenon. People in the United Kingdom speak a different form of English than people in America. Regardless of the manner in which English is Spoken, it is evident that these differences can have an effect on the manner in which English is taught.

Lim, (2004) explains that there are indeed elements of use which differentiate SE from other forms of English and also define it as SE. However, there are also many aspects that SE does share with other varieties of English. The author further explains that over the last 30 years Singapore English has developed into quite a different language and it continues to evolve. A great deal of this evolution can be attributed to the rapid pace with which language policies are put into practice, and the rapid manner in which the country and its community has developed. As it pertains to the historical and sociolinguistic background of the use of the English language in Singapore, the author also points out,

"In a small island of 4 million people made up of 76.8% Chinese, 13.9% Malay, 7.9% Indian and 1.4% persons of other races (Leow 2001), it may seem strange that English, the language of the colonial rulers, should have the dominance and scope that it commands in the day-to-day life of Singaporeans. The situation is partly the legacy of colonial history and partly the effect of post-independence policies in which English has been recognised as a resource to increase the country's rate of economic and social development (Lim, 2004)."

According to Gupta (1998) "English did not of course arrive in Singapore with Thomas Stamford Raffles in February 1819. English speakers had visited the islands of Singapore many times, trading and reconnoitering. But the Treaty which Raffles and Major William Farquhar made with the Temenggong and the Sultan began a formal connection with Britain which was responsible for the prominence that English has in Singapore today Gupta (1998)." The author further explains that the East Indian Company was first used as a conduit for the British government to operate in Singapore. This was usually the case with the proliferation of British rule at the time; trade was the predecessor to British Colonialism. For administrative purposes, Singapore became a part of Penang and Malacca which were two other settlements in the region. By 1826 these areas were grouped together and became known as the Straits Settlement. Initially the centre of the Straits Settlement was Penang. Penang was governed by Calcutta and Calcutta was governed by London. Within a six-year period Singapore had developed so much that it became the centre for the Straits Settlements.

In the years that followed the role of the British government in Singapore became more apparent as the East India Company withdrew from the region. In 1867 Singapore became a Crown Colony that was governed directly from London. Throughout the nineteenth century more parts of the Malay Peninsula and of Borneo began to be controlled by Britain, however, Singapore remained administratively distinct from these areas.

Over time British rule affected every aspect of life in Singapore including education. Gupta (1998) explains that

"The educational impact of the political developments was essentially a move from the private to the public. As the British government became increasingly directly involved in Singapore, an education policy began to develop (Bloom 1986, Gupta 1994). In the early years education was largely in the hands of private organisations, churches, and charitable bodies. The Annual Report on the Administration of the Straits Settlements has a brief section on education from the report of 1856-57 onwards, and this report gets more and more substantial as time goes on. Schools, both government and non-government, were increasingly supervised and compliance with policy had financial consequences as the century progressed (Gupta 1998). "

Initially the teaching of the English Language in Singapore was designed for the boys and girls who were European and Eurasian (Gupta 1998). Additionally some Singaporeans who could afford English Language classes took them (Gupta 1998). Furthermore, the Malays were encouraged not to learn English and to be educated in Malay instead (Gupta 1998). The government was so adamant about this that people were given financial assistance to study in Malay but not English. Over time the government encouraged everyone to be educated in English (Gupta 1998). The author also points out that there were different methods for teaching English in Singapore. It is often assumed that the early schools of the Straits Settlements instructed British English utilizing an RP accent (Gupta 1998). Even though many characteristics of SE did materialize in Singapore, it cannot be supposed that the starting point was British English, let alone with an Received Pronunciation accent (Gupta, 1998).

Obviously, the learning of the English Language was restricted to certain classes when English instructor first came to Singapore. Only the ruling class and other who could afford such lessons took them. The research seems to indicate that the learning of English was a task left to the more elite of society in Singapore. After all, these would be the individuals who would need to be able to speak English as Singapore became more open to visitors from other parts of the world. In addition the speaking of English in Singapore had almost everything to do with the extension of British rule into the area. Like other nations that have been under the rule of the British, speaking English became more critical over time and eventually it became compulsory for every student to learn English and the nation of Singapore made it the official language of the nation.

As it relates to education in Singapore in the 1990's the Singaporean government began to recognize the impact of globalization on all aspects of life including education. Koh (2004) explains that

"Globalisation, regardless of how we define it or what stance we take, has direct consequences on teaching and learning, schooling, education policies, and reform. There is a sense that structures of schooling, and more importantly what is taught in schools, is now obsolete or has no relevance to new economic conditions and the techno-environment of the new workplace. At risk of becoming defunct, schools are rapidly consolidating how and what to teach in the name of reform, premised on the exigencies of the new semiotic economy. These changes are articulated in the ubiquitous rubric of "education reform," "restructuring' ',"innovation," "curriculum intervention," "new pedagogies," and the like, around the world (Koh, 2004)."

For instance, in America reform in the area of education is mandated around a sense of crisis created by significantly higher attrition rates in addition to a decrease in basic literacy and numeracy skills. There have also been high failure rates as it pertains to standardized tests, and the idea that there has been a significant decline in standards and discipline in American schools (Apple, 2000; Koh, 2004). Additionally, places such as Queensland, Australia, have also implemented educational reform (Koh, 2004). In Queensland the new education reform had been described as Education Towards 2010(Koh, 2004). This education reform is designed to address troubles associated with of new poverty, and new student identities. In addition the author points out the development new life pathways and shifting markets for employment and unemployment" (Education Queensland, 2001, p. 9 quoted in Koh, 2004). The author further explains that "globalization heralds new times where a new "crisis" brought about by "social, economic, political and cultural changes of a deeper kind" (Hall, 1996, p. 223) has also affected education and effected educational change (Koh, 2004)."

Indeed, the role of education has changed great in countries throughout the world as a result of globalization. These changes have occurred because globalization forces nations to examine their strengths and weaknesses in comparison to other nations. Understanding these strengths and weaknesses is vitally important because the world in which we live has evolved through technological advances. These advances often mean that people from all over the world have access to some of the same jobs and their ability to do these jobs is based primarily on whether or not they are equipped to carry out the job. For instance, the outsourcing of customer service and technical jobs has been occurring on a significant level over the last decade. The determining factors as to whether or not certain jobs are outsourced is often dependent upon whether or not there are substantial numbers of people in the country who can speak English. Speaking English proficiently is essential because many customers/clients are from English speaking nations. With these things understood concerning the impact and power of globalization, education systems in schools around the world have reformed the way they educate young people.

As with the aforementioned countries, Singapore also discovered the need to implement education reform and such changes were implemented in 1997. These changes included the development of a policy know as "Thinking Schools, Learning Nation" (TSLN) (Koh, 2004). TSLN required the development of a new curriculum intervention. This intervention emphasized a greater need for critical thinking skills and IT skills. Additionally, the curriculum reforms also introduced citizenship education which is referred to as national education (NE) (Koh, 2004). After the execution of TSLN, several changes occurred including new initiatives associated with pedagogy, curriculum and assessment of students (Koh, 2004). In addition, higher education requirements and many education policies were also restructured (Koh, 2004). The author asserts that these changes were provoked by changes in both global and local needs in Singapore. The author points out that the reformation of the education system in Singapore can be attributed to the "response to the trajectories of (global) economic conditions, concomitantly framed by (local) sociopolitical and cultural ideological needs, is an act of tactical globalization (Koh, 2004)." The author further posits that education policies are not only put in place to decrease the anxieties of the nation, such policies are also used "ideologically as administrative apparatus to govern, discipline, and regulate the Singaporean habitus (Koh, 2004)."

As with other countries throughout the world Singapore recognized the importance of developing an education system consistent with the challenges of globalization. The Singaporean government recognized that students would need to be proficient in different types of curriculum to be successful in a more globalized world. The government not only recognized the need for students to be taught differently, but also the need for them to be assessed differently. The changes to the education system in Singapore took on many different forms and the next section of this review will concentrate on some of the change that occurred in the education system in Singapore.

The author points out that change in the sphere of education can take on many different forms (Koh, 2004). For instance, such reforms may occur in the variety of the inclusion of new curriculum inclusion or new pedagogies. In addition education systems may also choose to take on new assessment methods, alter their leadership personal, train teachers, adopt a new language policy, place greater emphasis on co-curricular activities or change the manner in which the administration functions (Koh, 2004). It is also the case that changes in an education system might also include a new direction associated with the "developmental skills formation model" (Ashton, Green, James, & Sung, 1999, p. ) or a model that pursues democracy, social justice, and equity (New London Group, 1996; compare Freire, 1972; (Koh, 2004 )."

However all forms of educational reform are not workable when dealing with a clean slate. For instance authors Taylor, Rizvi, Lingard, and Henry (1997) have asserted that prior history and specific experiences in addition the political and ideological environment that is present. There are also economic and social conditions that shape educational reform (Koh, 2004 ). The authors also point out that changes in education are provoked by changes in the global environment which can have a profound effect on the local environment and the issues that a society faces (Koh, 2004 ). For instance, bilingual language policy in Singapore is an example of the global environment effecting the local environment. The author explains that

"Historically, the provision of education was bifurcated along ethnic and linguistic lines. Originally the education system was not a centralised system. Essentially, this meant there were four different systems of education for the different ethnic groups: Chinese, Malay, Tamil, and English (Hill & Lian, 1995). The fragility of a divisive education drawn along ethnic lines led to a notable division between the English educated and the non-English educated, whose linguistic capital also determined their social mobility and class. The Chinese-educated felt disadvantaged compared to their English-educated counterparts. Their disadvantaged position soon culminated in widespread student unrest and anti-government activities in the mid-1950s (Koh, 2004)."

These facts provoked the involvement of the government to carry out an All-Party Committee on Chinese Education in 1956. The committee was developed to settle the anxiety associated with language policy in the education system (Koh, 2004). The All Party Committee established the need for a bilingual language policy. In addition the committee saw the need to combine separate education systems into a single national system (Koh, 2004). Ultimately the committee decided that English would be the means of instruction in all schools, and the other three official languages of the country including Chinese, Malay, and Tamil, would only be taught as second languages (Koh, 2004). Additionally the government posited that teaching English in all schools was necessary and needed to be a priority because English was becoming vitally important to globalization and if Singapore failed to teach English in schools the nation would be left behind as it pertained to the spheres of business, capitalism, science, and technology (Koh, 2004). The government also believed that English was a neutral language that would act as a unifying agent because English was not associated with any racial groups in Singaporean society (Koh, 2004). As such the language that was once designated for the colonial master would become the national language of Singapore (Koh, 2004).

Obviously, the Singaporean government was forward-thinking as it pertained to the influence that language would have on the ability of the country to compete globally. They saw the establishing of English as a national language as a way to stay competitive and to encourage investment and economic growth. It is also apparent that government officials believed that the speaking of English would allow the different ethnic groups to unite and find common ground in a common language. Basically, the all party committee

Even though the government believed that English fluency was needed and necessary, the government was also aware that making English the national language the country would also be opened up to adopting western values as a result of acquiring the English Language. For instance "As early as 1965, Lee Kuan Yew, then Prime Minister, expressed the fear that English might lead to the de-culturalisation of the population (Hill & Lian, 1995)."

At the same time that English was being implemented as the national language, there was also the emergence of a hippie culture. This culture boasted a rather hedonistic lifestyle that some feared would contaminate the body politic (Koh, 2004). With this understood, the implementation of the bilingual language policy was to take into consideration a local problem of perceived fragmentation of a cultural/national identity (Koh, 2004). As such the studying of the mother tongue language was designed to act as cultural counterbalance to the apparent negative influence of Western culture which was introduced into society via the English language and the mass media (Koh, 2004). The author further explains that

"This example of a national bilingual language policy illustrates that any form of educational change does not exist in a vacuum, but is motivated by both global imperatives and local cultural politics. Further, education change in the Singaporean context functions ideologically as an administrative apparatus instrumental in disciplining and regulating the Singaporean habitus and moulding Singaporean subjectivity and identities. The bilingual language policy exemplifies Foucault's (1979) notion of a technology of control and governmentality for shaping (local) Asian identity and values, while Singapore pursues (global) modernity (Koh, 2004)."

In an effort to address the aforementioned issues as it pertains to education in Singapore that the place that English would play within the structure, Singapore ultimately launched an initiative known as TSLN (Thinking Schools, Learning Nation). TSLN was developed with the following ideas in mind: the development of a citizenry possessing the skills needed to go global, while also maintaining its traditional customs and identity (Koh, 2004).

Indeed, the government of Singapore was concerned with the development of a school system that would fundamentally alter Singaporean society. Although most officials knew that some amount of change would occur, they desired to attempt to ensure that they could have some type of control over these changes. Thus, the development of TSLN policy.

Koh (2004) describes the TSLN policy is a "curriculum imagination" that the Singaporean government developed to combat the issues arising in Singapore and the world as a result of the new economy. These issues were inclusive of changing job demands, unstable job markets, portfolio careers, and a global labor pool that was becoming increasingly more competitive (Burbules & Torres, 2000; Koh, 2004).

That is, the principle behind TSLN policy is that traditional ways of educating the populace were no longer acceptable because there was a new economy and the educational structure needed to reflect this new economy (Koh, 2004). The TSLN policy recognized the need for education reform to meet the needs of a changing world. Koh (2004) points out that this belief was consistent with assertions made by Kress (2000) who argued that, "in periods of relative social and economic stability it is possible to see the curriculum as a means for cultural reproduction" (p. 133), where education works to reproduce "the stabilities of well-defined citizenship or equally stable subjectivities as a participant in stable economies" (Koh, 2004)."

Nevertheless, as a result of the new economy education systems such as Singapore's must also examine new ways to promote characteristics such as creativity, innovativeness, and adaptability, while also managing the changes associated with the new economy. Singapore addresses this issue by tracking the new life pathways of Singaporean students with a national curriculum intervention that features a (global) skill-oriented curriculum that stresses the importance of critical thinking and IT skills in addition to a (local) national education to nurture a national/cultural identity (Koh, 2004).

As it pertains to Singapore National education (NE) is one aspect of the TSLN strategy. For the most part, NE can be described as a sort of citizen education. Instead of having a single subject area it is infused in other subject areas. From an ideological perspective NE is consistent with "a production of locality"(Koh, 2004). That is, the curriculum is designed in a manner that reaffirms the culture that exists inside of national boundaries in the structure of citizenship education. The pedagogical of NE is "to equip [the young] with the basic attitudes, values and instincts which make them Singaporeans (Koh, 2004)."

This directive of developing a unified culture through NE can be interpreted as a direct admission of the cultural anxiety of the state in addition to the underlying fear that globalization may result in the erosion of cultural and national identity in Singapore (Koh, 2004). The author further asserts that the idea of a common, unified culture and, by implication or some type of standardized, natural identity, which can be passed on from one generation to the next, is faulty (Koh, 2004).

The problematic nature of this view is present because such a view assumes that culture can be transmitted in its purity and not be formed and d inter-generationally and through by global and local norms that become popular. According to Koh (2004) the merger of the global and the local will eventually lead to cultural syncretism and hybridised identities. Furthermore the author argues that globalisation will evoke "the emergence of new subjects, new genders, new ethnicities, new regions, new communities (Koh, 2004)." At the current time, Singapore's ethnoscape is extremely complex as it pertains to the flow of migrant workers. The author also explains that this scenario will become even more complex with the global influx of migrant workers in Singapore's ethnoscape. However, what is predicted to be a common culture will be complicated by the development of new diasporic communities and new ethnicities

(Koh, 2003). As such it has been asserted that

Given the integrative and divisive tendencies of globalization, one could perhaps argue then that the celebrations of difference and re-inscriptions of space which have given rise to national solidarity and cultural homogeneity within one global context might also be seen in other global contexts to produce functional disjunctures, diasporic sentiments and multiple identities. Therefore, a focus on national culturalism, which NE aims to achieve, is contradictory to the logic of global cultural flow, which is about living together-in-(uneasy)difference (Ang, 2001). A curriculum that takes this as a pedagogical focal point, I argue, will dislodge the myopic and inward looking construction of a national (local) identity (Koh, 2004)."

With all of these criticisms understood, TSLN is a reflection of Singapore's perception of globalisation as both a process of (global) material flow and a foundation for meaningful localisation within a (local) socio-political and ideological framework (Koh, 2004). Additionally TSLN is also a curriculum imagination, which should be the subject of reform. Since the implementation of TSLN, many changes in the education system have occurred. The author explains that in many ways Singapore's education system has become more accommodating and open to reform which has stemmed from problems in the global economy (Koh, 2004). All of these reforms have been associated with a sense of urgency to meet global standards without compromising the local agenda (Koh, 2004).

The author further points out all of the changes that have been made in the area of education reform in Singapore. These changes include Curriculum reduction, Assessment and Diversifying Secondary School and Junior College Programs. These reforms will be described in greater detail below:

Curriculum Reduction

The Ministry of Education (MOE) in Singapore has significantly reformed curriculum through curriculum reduction in all subjects and across all levels as a result of the recommendations presented by the External Review Team (Koh, 2004). This reform took place because the committee believed the school curriculum was congested and there was too much teaching and drilling (Koh, 2004). That is, the "banking concept" (Freire, 1972) of education was still largely evident in Singapore schools. Because of the mandatory public examinations that students have to sit, teachers are pressed to complete examination syllabi and to prepare students for the examinations. Hence, in terms of pedagogy, there is no time for developing processing skills. Along with the vision of creating "thinking schools," the committee recommended that schools should reduce their curriculum by 30% for all subjects and across all levels (Koh, 2004)." The curriculum reduction is designed to liberate some of the time and space in the fcurriculum to encourage thinking and self-directed learning amongst students (Koh, 2004). These skills are believed to be necessary for survival in the global economy (Koh, 2004).

Assessment

Even schools in Singapore still give students examinations; the manner in which students are tested and assessed has changed (Koh, 2004). For instance testing students based on factual recall is not longer the way that students are assessed (Koh, 2004). As an alternative, students are now assessed based on higher order thinking skills as such questions are less predictable. In addition the school system now embraces open book exams and they are being utilized as a new way of assessing students at the tertiary level. Project work is also used to assess students (Koh, 2004).

Diversifying Secondary School and Junior College Programs

Diversity is an important part of all educational endeavours particularly in an increasingly global world. For Singapore the worldwide economic crises, which has hurt Singapore terribly, has forced the country to remake itself so that the nation can compete on a global scale. As an aspect of remaking itself, the ministry of education in Singapore has remade Singapore by establishing a committee to review the current junior college and upper secondary education system in Singapore. The purpose of the committee is to examine the feasibility of presenting students with a more flexible system. Such a system would provide students with a greater number of choices and it would also focus more on the gifts and talents of individual students and allow them to receive the type of education necessary to achieve their specific goals. This type of reform would mean an increase the number of A-level subjects that are available to students. The article also reports that

There is also a possibility of abolishing the O-level and A-level systems for more able students. Students may also be given the option of taking the International Baccalaureate (IB) instead of the traditional Cambridge GCE pathway (Davie, 2001: Lee, 2009).

According to Lin (2005) even though English is viewed as an important factor in Singapore's survival, English has also been viewed as potentially causing harm to the nation. In fact since the 1970s, serious concerns have been levied about Singapore's susceptibility to 'undesirable Western influences'. These concerns rose as a result of Singapore being so dependent on both English and the nations of the West. Some stakeholders have realized that even though openness to external influences has made Singaporeans multinational in the manner in which they function in the world, it has also exposed the country, especially the youth, to lifestyles and values that are almost a complete contradiction to those of their elders. As such many Singaporean leaders are suspicious of the impact of such influences. For instance Ho and Alsagoff (1998) assert that "Westernization' and, in particular, the shift in 'society's dominant values from communitarianism to individualism has been assiduously thematized by the country's leadership as being a serious threat to national survival'. They suggest that politically, the undesirable Western influences are seen as encouraging disrespect for the government, and fanning public desire for Western-type liberal, pluralist politics. Excessive individualism is perceived as detrimental to the country's economic performance and competitiveness (Lin, 2005)."

From a cultural perspective in Singapore Westernization is believed to chip away at the nation's Asian heritage and making the people of the country morally feeble and lost (Lin, 2005). In an effort to counter the negative effects of 'Western decadent values' was to fortify the language policy of bilingualism by encouraging, in addition to English, the ethnic mother tongues as a way to pass on Asian moral values and cultural traditions.

The most prominent example of a deliberate interference by the leadership of Singapore is the development of the Speak Mandarin Campaign (Lin, 2005). This campaign was developed in 1979 by Prime Minister Lee Kuan Yew (Lin, 2005). This campaign is still present and continues 'with unabated force to promote the use of Mandarin in place of dialects among all Singaporean Chinese' (Kuo & Jernudd, 1994: 28). Mandarin Chinese, while not the mother tongue of the majority of the Chinese in Singapore, was chosen to represent the largest ethnic community owing to historical, political and economic considerations. The campaign has become so forceful over the years that not knowing Mandarin is seen as being disloyal to one's Chinese ancestry. Commenting on its success, Gupta observes, 'Mandarin is heard from the Chinese in Singapore in volumes unimaginable in the 1970s. Families where parents knew Mandarin but who had chosen to speak their own 'dialects' have switched to a domestic use of Mandarin on a massive scale' (Gupta, 1994: 151).

Accordingly, the responsive implementation of the Speak Mandarin Campaign has enhanced the amount of use as well as the standard of Mandarin spoken among the Chinese. This campaign has also succeeded in making Mandarin the most spoken native language in the country of Singapore. However the campaign is also responsible for reducing multilingualism. Some scholars such as Gupta (1994) believe that in future generations most of the people of Singapore will not have knowledge of any more than two languages. Gupta also asserts that 'this reduction of repertoire is often misleadingly described (by politicians, educationists and sociolinguists) as an increase in bilingualism in Singapore', because of the limitation of the term bilingual to 'skill in the official languages, and an equation of bilingualism with biliteracy' -- whereas, in fact, multilingualism has decreased (Gupta, 1994: 151 quoted in Lin, 2005)." Furthermore the relationship between English and Mandarin is even more problematic when investigating the multifaceted range of definitions given to these languages as a way to stabilize the existing power structure .

Lin (2005) explains that throughout the post-independence period, and as a result of the weak internal economy crippled by high unemployment levels, in addition to illiteracy and misgivings from the non-English-educated majority, it was convenient for the English-educated political elite to ideologize English. In doing so, English was viewed as a neutral utilitarian language. By placing English on a pedestal as a realistic 'necessity' Chinese youth were also taken way from Chinese speaking schools (Lin 2005). However, in the minds of many officials such movement was necessary because they believed that the Chinese speaking schools were breeding grounds for Chinese nationalism and revolutionary zeal, As it pertained to the campaigning for Mandarin, on the other hand, English was no longer presented as unbiased, but instead as a conduit for objectionable Western values and ways of thinking (Lin 2005). Such westernization would threaten to change the identity of Singaporeans (Lin 2005). Furthermore the author explains that

"The universalization of English and its increasing encroachment into the more intimate domains and levels of Singaporean social life served to further reiterate its role as the harbinger of certain Western values and habits of thinking. The Speak Mandarin Campaign and the discourse on 'Asian core values', supported by the discourse of Confucianism, can then be seen as a strategy used by the leadership to deculturise a new generation of Singaporeans, dangerously vulnerable to Westernization and the negative effects of English dominance. However, while the expected outcome of the pro-Mandarin campaign was successfully achieved in terms of wiping out the different Chinese dialects by Mandarin to make it the intraethnic tongue, a totally unplanned effect has been the way English has begun to supplant Hokkien, the dialect of the numerically dominant Chinese group in Singapore, in its intraethnic lingua franca role. It has been hinted that the promotion of Mandarin may have represented an added linguistic burden to dialect speakers, hastening language shift in younger members towards English (Lin, 2005).

As with other cultures around the world the influence and English can have both positive and negative consequences. In one respect the learning of English as a primary language ensures a certain amount of economic opportunity for the people of the region. Additionally, Singapore is more able to compete globally because its worker pool is highly skilled and they speak English. In another respect, making English the national language may have also hurt the ability of the more traditional cultures in the country to continue to survive.

As it pertains to business and the workforce today, Singapore is often referred to as the gateway to Asia. According to Fenske (2010) this means that Singapore provides different opportunities to different companies and individuals. For instance, many might choose to take advantage of Singapore as a place for outsourcing and/or the development of products. In other instances Singapore can be used as a "base of operations" from which to introduce a particular product into other parts of Asia. Such an introduction is possible and beneficial because of Singapore's many trade agreements which make it easier for companies without a location in the region. In either of these instances, companies gain from the benefits Singapore offers that make it distinctive in the region. These benefits are quite numerous (Fenske 2010). For instance the author asserts,

"The primary language of Singapore is English. For U.S. medical device manufacturers, this means the language barrier that can be encountered with other Asian countries is eliminated. Infrastructure is already solid but still being improved further. Public transit enables easy access to most of the country while still being expanded and improved. IP protection is considered a very serious matter. The fear and uncertainty many medical device manufacturers have in dealing with the Asian market is the concern of their product design going in the front door and being sold illegally out the back door as a counterfeit/competitive product. Singapore recognizes this and has implemented tight oversight to prevent this (Fenske, 2010)."

In addition Fenske (2010) asserts that governmental support for industry is significant. For example many government organizations in the nation of Singapore exists for the sole purpose of supporting industry and technological development (Fenske, 2010). These prganizations serve different purposes but all are designed to promote business in Singapore. For instance, "IE Singapore, SIMTech, A*STAR, SPRING Singapore, and EDP are a few of the organizations medical device manufacturers would be interested in speaking with to see what opportunities they can offer to support initiatives (Fenske, 2010). With a strong infrastructure, government support for industry, IP protection, and a lack of language barriers, Singapore makes for a very attractive location for medical device manufacturers to establish a presence in the Asian community (Fenske, 2010)."

With these things understood, it is essential that Singaporeans not only be able to speak English proficiently but they must also have the ability to write English proficiently. The ability to write English proficiently must not only take root throughout the school years, but must also be present during the years that a student spends in junior college and also in the workplace. Instructors must understand creative writing as an important instructional tool that will assist students in becoming more proficient in writing, reading and speaking English. Likewise employers also have a responsibilioty to ensure that their employees have the proper communications skills. Such skills are vitally important to ensure that English speaking clients and investors continue to make Singapore their destination of choice in this region of the world. Failure to make English proficiency a priority could be quite detrimental to Singapore in the future. Creative writing in English provides a conduit through which obstacles associated with gaining English proficiency can be overcome.

Statement of Problem

Creative writing can be a challenge in any language. In Singapore there is an added challenge because there are many other languages that are also present and there are varying degrees of English proficiency. Writing proficiently in English can be a difficult and problematic endeavour for English Language Learners. Creative Writing in English can assist students and workers in Singapore in the development of their English skills. Instructors and Employers must carefully examine the role that creative writing curriculum and programs can play in the development and/or improvement of English proficiency skills.

Purpose of Study

The purpose of this study is to investigate the ways in which creative writing can be a productive tool in the sphere of English Language acquisition. The research contained in the literature review will demonstrate the ways in which creative writing differs from other tools that are utilized to assist students in gaining English proficiency. In addition the research will focus on the ways in which more refined communications skills are needed in the workplace and the importance of such skills. Additionally the study conducted will demonstrate the ways in which junior college students and workers who are part of Creative Writing English programs have been impacted by these programs.

Research Questions

1. In what ways s creative writing necessary as an aspect of learning English?

2. Do students who write creatively in Junior college become more proficient in English than do student s who don't engage in creative writing?

3. How do people feel about the use of Singlish and how might Singlish affect their ability to speak proper English

4. Do employees who are engaged in Creative writing programs see the benefits of such programs?

5. Are communication skills positively affected by creative writing in English for both students and employees?

Significance of study

This study is significant because it will provide a foundation for the role that creative writing in English will play in Singapore in the future. Educators and employers alike will have the ability to review this study and gain a greater understanding of how Creative writing in English facilitates the growth of communication skills and positively benefits the entire country of Singapore as a result.

Definition of terms and Abbreviations

EE-Estuary English

EFL-English as a foreign language

ESL-English as a second language

Loanwords- a word taken from another language and at least partly naturalized ("Loandwords")

NS=native speaker

NNS=nonnative speaker

RP=Received Pronunciation

SSE=Singaporean Standard English (Different from Singlish)

Singlish- a variety of English spoken in Singapore, incorporating elements of Chinese and Malay ("Singlish").

Chapter II

Literature Review

Introduction

The purpose of this discussion is to provide a review of past studies, critiques and books on the topic of English Language learning and instruction. The review will focus on these issues in general and also as it relates directly to Singapore. The research will focus on topics such as Singaporean English (Singlish), different pedagogies for English Instruction and the importance of having good communications skills in the workplace. The literature review contains sources from scholarly journals, books, and other periodicals.

English Literacy in Singapore

Lim (2004) reports that in the nation of Singapore there has been an increase in English literacy rates in recent years. For instance in the ten years from 1970 to 1980 the English literacy rate in Singapore increased from 46.7% to 55%. Additionally another significant increase in the literacy rate also occurred in the tenyears between 1990 to 2000 when the English literacy rate rose 63% to 71% in 2000 (Leow 2001; Lim 2004).

In combination with the increase of English literacy levels the rate at which Singaporeans use English in their homes has also increased. The author reports that "While the principal languages most commonly reported to be spoken at home are still, for the respective ethnic groups, Mandarin or a Chinese dialect, Malay and Tamil, there has, in fact, been a shift in all groups towards English as the predominant home language between 1980, 1990 and 2000: the Chinese from 10% to 19% to 24%, the Malays from 2% to 6% to 8%, and the Indians from 24% to 32% to 36% (Leow 2001; Lim 2004)."

The author further explains that even though English was the most commonly spoken language in 12% households in 1980, this amount increase to 19% by 1990 and to 23% in 2000 (Leow 2001). Research has also suggested that English has become the most spoken language amongst young Singaporeans. For instance, the 1990 Census of Population reported that 26% of six-year-old school children reported that English was the language that they spoke the most often. The reported amount amongst children is above the national average of 20% (Pakir 1994). In addition in the year 2000, nearly 40% of Chinese children between the ages of 5 and 14 spoke English, compared to only 22% of those between the ages of 15 and 24. Additionally 25% of people between the aged of 25 -- 54 years spoke English (Leow 2001). Furthermore, over thirty years ago Tay (1979), characterized "six characteristic uses of English in Singapore, namely, as an official language, a language of education, a working language, a language of inter and intra-ethnic communication, a language for the expression of national identity, and an international language (Lim 2004)."

More years after the assertion made by Tay were publicized Lim (2004) reports that Bloom (1986) explained that English was the language of religion in addition to a home language. That is, in Singapore not only used English in the public domain but also in the more private domains of family and friendship (Platt & Weber 1980). This reality became apparent in the late 1980s and 1990s when Singapore began to emerge as a largely English-speaking country Newbrook 1987; Lim 2004.). At the very least researchers of the time believed that Singapore would be English-dominant (Schneider 1999: 193). This was the case because for many young people in Singapore English is the only language they could speak with confidence. With these things understood, the author points out that "a growing body of English users for whom English has gone beyond the lingua franca stage, who are native speakers of the language, following the simple definition that a native speaker is a fluent speaker of the language, typically after having learned the language as a child (Pakir 1994)." The author further explains that

"What is to be noted as well is that the English that these Singaporeans are native speakers of is one that has gone through what has been referred to as a process of structural nativisation (Schneider 2003: 265). While the more standard variety of English is the variety taught in schools, alongside it has developed a variety which has a distinctive phonology, syntax and lexicon, which shows a high degree of influence from other local languages such as Hokkien, Cantonese, Malay and Tamil (Platt & Weber 1980: 18). Some scholars believe this colloquial variety to have developed at the English-medium schools, though more in the playgrounds than in the classrooms (Platt & Weber 1980), a contact variety pioneered by children (Gupta 1994: 47). But Mufwene (2001) strongly asserts that children do not make language; adults do…(Lim 2004)"

This aspect of the research illustrates that the speaking of English in Singapore has been embraced by the people of Singapore. This is the case even to the point that many Singaporeans speak English in their homes more than they speak any other language. A great deal of this acceptance of English can be attributed to the education in Singapore which basically immerses students in English from the very moment that they enter the school system.

English as a Second Language

Singaporean English

Lim (2004) asserts that he colloquial variety of Singapore English referred to as CSE) 2 or mesolectal SE has many different phonological attributes, which have been that are distinct from Standard Singapore English (SSE) 3 also referred to as acrolectal SE. Standard Singapore English (SSE) is believed to be comparable or identical to of RP (e.g. Brown 1988; Tay 1982). There are both segmental and suprasegmental features of CSE as established by the GSSEC database (Lim, 2004). The most dynamic characteristic is the prosodic patterns, including those connected with particles, focus and prominence. The author also explains that there is a range of variation found in GSSEC that typically takes on two forms (Lim, 2004). This first form is prominent in the face that a number of speakers demonstrate realizations which are closer to a SSE pronunciation than do other speakers (Lim, 2004). The second form is associated with features found in certain ethnic groups. The author also points out that neither one of the above types of variation is a problem because it is common to discover "features typical of different levels of a lectal continuum co-existing in one and the same as well as ethnic features in multiethnic communities."

Overall Lim designates that there are different types of English spoken in Singapore. These types often vary based on the ethnic group in question. Lim asserts that these differences are not problematic because the same language is often spoken differently amongst people from different ethnic groups. The following section of the literature review will focus on the acquisition of English Language Skills in general and Singapore in particular.

English Language Skills

According to Muthusamy et al. (2010) ESL students have difficulty with writing in English when compared to acquiring other English Language skills (Muthusamy et al. 2010 & Elia, Kardina & Nazirah, 2006). According to Muthusamy (2010),

"The Writing for the sake of writing has become a drag, and produces shallow, boring output. In most proficiency courses, some of these students are sorely lacking in practice and stimulus for imagination and creativity. To a certain degree their writing in general reads dull and dry, their stories are merely displays of boring chronological events, having no life, content and direly lacking in proficiency (Muthusamy et al. 2010 36-37)."

The author also explains that mother tongue interference often makes it difficult for students to write with creativity and imagination. In most instance these difficulties surpass the basic concepts of writing difficulties that occur related to proficiency, expanding ideas and deficient in subject knowledge and in addition to content details which are "essential elements important in making an essay linguistically competent, interesting and creative (Muthusamy et al. 2010)." Hismanoglu (2005) reports that one way of overcoming this difficulty is through literature. Literature is useful because it serves the purpose of develops writing skills because students are able to learn the syntax and discourse functions of sentences. In addition they learn the variety of possible structures, and the various ways that ideas can be linked. All of this serves the purpose of developing and enriching students in their writing skills. Exposure to literature increases the likelihood that students will have the ability to write creatively because it serves as an example of how to form meaningful compositions.

Learning English

Learning English can be quite difficult depending upon the age and native language of the learner. According to (Deterding, 2005) when taking into consideration the aspects of intelligibility, it is important to mull over the differences that present between native speaker (NS) and nonnative speaker (NNS) (Field, 2003;). The author points out that the NS-NNS dissimilarity is not always apparent (Davies, 2003). Additionally, in the context of Singapore, these differences are particularly troublesome. The problematic nature of these difference exist more in Singapore because a significant portion of Singaporeans are quite proficient in the English language. This proficiency exist because many Singaporeans actually spoke English as their first language as opposed to the native tongue of their (Gupta, 1994). The author explains that, even though the education system in Singapore places a substantial amount of stress on the importance of proficiency in a second language, many students whose native language is Mandarin Chinese, Malay, or Tamil, are only fluent in English. As such it is difficult to Define them as nonnative speakers.

With this understood, the new variety of English present in Singapore is quite rather different from old English which is spoken in countries such as Britain and Australia. As such there has to be a ways in which these differences are characterized. As such the author posits that

"For the situation in Singapore, a three-way distinction between inner, outer, and expanding circles of English (Kachru, 1985) seems more appropriate than the NS-NNS dichotomy, with the local variety belonging firmly within the outer circle. In one respect, though, the teaching of English in Singapore does pattern after NNS instruction: In English language classes in Singapore schools, explicit attention is given to the teaching of listening and pronunciation, something that is less commonly done in NS language classes but is nearly always a key component in NNS language instruction. In this respect, therefore, the issues of intelligibility that arise in the current study have relevance for teaching in all NNS environments."

The author further explains the issue of estuary English explaining that in England, the way in which words are pronounced has often been a topic of considerable debate. As such any departure in broadcast media from standard accent including RP is likely to provoke protest and criticism from some observers. This is evident in the fact that even "a former minister of education has been known to get involved by condemning the EE accent as "slovenly" and "mumbling" (Wells, 1997, p. 46)." Typically estuary English is characterized as a type of speech that has become prevalent far beyond its place of origin near London and along the estuary of the River Thames (Przedlacka, 2002; Rosewarne, 1994). This style of English is characterized by a way of pronouncing English that lies between the prestigious RP and Cockney and this for of pronouncing English that is linked to the working-class Londoners (Rosewarne, 1994).

Many observers have asserted that the effect of London popular speech on standard pronunciation in England is has been occurring for at least 500 years (Mugglestone, 2003; Wells, 1997). As such there is no need to create a new word to explain this occurrence. Nevertheless, the reality that the term Estuary English has garnered widespread popularity implies that it does refer to a meaningful phenomenon. For instance "Despite his evident distaste for the term, Wells (1997) acknowledges that it is here to stay. An earlier study by Chia and Brown (2002) demonstrates that Singaporean listeners have a low regard for EE, rating it as poor both in terms of intelligibility and the level of education the speaker is perceived to have, but their study did not investigate the extent to which Singaporeans have difficulty understanding EE pronunciation or exactly which features of EE pronunciation cause comprehension problems (Deterding 2005)."

Instructional Tools for ESL

Since the inception of curriculum associated with ESL, many different instructional tools have been developed. These tools include listening and speaking strategies, emersion, academic writing as well as a variety of different theoretical foundations for the manner in which English should be taught as a second language. This aspect of the literature review will focus on the various instructional tools that exist in the context of ESL.

Listening and Speaking Strategies

Zhang & Goh (2006) report that beginning in the 1970's various types of strategies associated with the learning of language have been expressed through various studies. Most of these strategies are geared toward the idea of improving learning outcomes view to through the empowerment of learners, poor achievers in particular, with strategies conducive to success. The amount of information available on listening and speaking strategies has been particularly substantial. According to Zhang & Goh (2006) this research reflects the significance of oral and listening skills in the development of language. Zhang & Goh (2006) also explains that "O'Malley and Chamot's (1990) four-dimensional typology (cognitive, metacognitive, social and affective) has so far been the most influential categorization adopted as the framework for investigating and categorising strategies for learning specific skills (Zhang & Goh 2006)."

When applied to listening strategies, cognitive strategies are utilized to conclude, predict, understand, store and recall information (Zhang & Goh 2006). In addition metacognitive strategies are utilized for the purposes of developing, observing and examining mental processes (Zhang & Goh 2006). Metacognitive strategies are also utilized to manage the difficulties that arise during listening strategies (Zhang & Goh 2006). Additionally, social strategies require the assistance or cooperation of interlocutors to encourage comprehension (Zhang & Goh 2006). The authors also report that affective strategies permit the listener to control emotions, motivation and attitudes that hinder comprehension (Zhang & Goh 2006). Additionally, social affective strategies are comparable to some speaking, or communication, strategies, which provide a medium for dealing with communication trouble spots (Zhang & Goh 2006). These trouble spots include misunderstanding the interlocutor or not understanding the word (Zhang & Goh 2006). Even though many conversational or communication strategies have been recognized, the most important ones include request repetition, requesting clarification, ensuring comprehension takes place, altering a message, rephrasing, and requesting help (Zhang & Goh 2006).

Furthermore, Cohen (1998) establishes a difference between language learning strategies and language use strategies, and employs 'language learner strategies' as the cover term for both. While learning strategies are associated with actions consciously chosen by learners to encourage the learning of a second language, use strategies are specifically designed to improve their use of the language. The authors also point out that learning and use strategies can also be differentiated from one another based on whether they are metacognitive, cognitive, social, or affective (Cohen, 1998; Zhang & Goh 2006) When these things are understood learning strategies for listening and speaking include the actions of listeners and speakers as it pertains to improving their ability to both listen and speak. Use strategies involve the manner in which listeners and speakers manage real-time/online interactions with a spoken text or an interlocutor (Zhang & Goh 2006). It also determines how they comprehend what they hear by drawing onmcognitive or metacognitive comprehension strategies (Zhang & Goh 2006). Such strategies also determine what listeners and speakers do when they do not comprehend or know how to express what they have learned by asking for compensatory/social-affective communication strategies. The authors also assert that "learning strategies serve as offline preparation for online performance, where use strategies come into play (Zhang & Goh 2006)."

Sociocultural perspective

In addition to the aforementioned strategies that promote English Language Learning, Hawkins (2004) asserts that there are sociocultural perspectives that must also be considered as it pertains to the learning of Languages. According to Hawkins (2004) there is a sociocultural perspective that must be taken into consideration as it pertains to the learning of any language at any time during the development of an individual. This means that whether the language learner is an adult or a child, there are certain sociocultural perspectives that must be taken into consideration.

According to Hawkins there are two important characteristics associated with the concept of a sociocultural perspective (Hawkins, 2004). The first characteristic asserts that "people do not primarily learn language at the level of things like 'English' or 'Russian'. Rather, they learn one or another of a great many different varieties of English that I will call 'social languages' (Gee, 1996, 1999a; Hawkins, 2004)." The author further explains that this characteristic simply implies that also social language provides writers or speakers of the language with defining grammatical resources with which they have the ability to fashion the way that they articulate the language through written or oral communication (Hawkins, 2004). These issues are interrelated and generally serve two purposes (Hawkins, 2004). "(1) to get recognized by others (and themselves) as enacting a specific socially-situated identity (that is, to 'come off' as a particular 'kind of person') and to get recognized by others (and themselves) as engaged in a specific socially-situated activity. (2) Thus, each distinctive social language allows a speaker or writer to be recognized as a socially-situated 'who doing what' (Wieder & Pratt, 1990; Hawkins, 2004)."

The second assertion associated with the sociocultural perspective is the idea that "in anything like the traditional ways in which philosophers, linguists, and psychologists have talked about meaning for things like words, phrases, and sentences (e.g. In terms of definitions, concepts, stored representations), at the level of social languages, there is no such thing as meaning. However as it pertains to social languages, meaning is not something that is 'stored' in the mind and then accessed. Instead social language is built or constructed in the moment as we speak/write or listen / read (Barsalou, 1999; Clancey, 1997; Hawkins, 2004).

Furthermore the author explains that teaching and learning language and literacy does not only concern teaching and learning 'English', it also concerns teaching and learning particular social languages. This concept of 'social language' is best understood in the following manner,

First, consider the two excerpts below from the talk of a young woman (we'll call her 'Jane') who recorded herself speaking to her parents and to her boyfriend. In both cases, she was discussing a story she had already discussed with her classmates in a college class earlier in the day. In the story, a character named Abigail wants to get across a river to see her true love, Gregory. A river boat captain (Roger) says he will take her only if she consents to sleep with him. In desperation to see Gregory, Abigail agrees to do so. But when she arrives and tells Gregory what she has done, he disowns her and sends her away (Hawkins, 2004)."

In this instance, students in the class as an assignment had been required to rank the order of the characters in the story from the most unpleasant to the least. As it pertained to one of the students later explaining to her parents why she beleived Gregory was the worst (least moral) character in the story, the young woman said the following:

"Well, when I thought about it, I don't know, it seemed to me that Gregory should be the most offensive. He showed no understanding for Abigail, when she told him what she was forced to do. He was callous. He was hypocritical, in the sense that he professed to love her, then acted like that. Later that night, in an informal setting, she also explained to her boyfriend why she thought Gregory was the worst character. In this context she said: What an ass that guy was, you know, her boyfriend. I should hope, if I ever did that to see you, you would shoot the guy. He uses her and he says he loves her. Roger never lies, you know what I mean? (Hawkins, 2004)."

In these two separate instances it is apparent that Jane changes her language differently based on who her audience was. That is Jane is actually speaking in two different social languages (Hawkins, 2004). When she is speaking to her parents, she seems less confident in the choice that she made (Hawkins, 2004). However when she is speaking to her boyfriend she demonstrates confidences in her choice (Hawkins, 2004). In addition when speaking with her parents the subject of the example utilizes more formal words such as 'offensive', 'understanding', 'callous', 'hypocritical' and 'professed. However, when speaking to her boyfriend she uses less formal words including 'ass' and 'guy'(Hawkins, 2004).

Also when speaking with her parents, the young lady in the example utilizes a more formal sentence structure stating 'it seemed to me that ...' Or 'He was hypocritical in the sense that ...' However, when speaking with her boyfriend the sentence structure used becomes less formal as she states as she uses phrases such as '... that guy, you know, her boyfriend', 'Roger never lies, you know what I mean?' Jane also tends to refer to her boyfriend as you, As such she is acknowledging his social involvement as a listener (Hawkins, 2004). Jane does not, however, refer to her parents in this same manner (Hawkins, 2004). Jane also tends to leave many points of the conversation to be inferred when speaking to her boyfriend. On the other hand when speaking to her parents she presents evidence and establishes a case fir why she believes the way that she does. So then it must be asked, why is Jane using different language to explain the same scenario? The author explains that the reasons for the differences in Language can be attributed to Jane's need to articulate the tow different versions of herself as it pertains to the social context. On the one hand when speaking to her parents Jane is "a dutiful, intelligent, and respectful daughter' in the terms of a certain sort of upper-middle-class culture. On the other hand, "to her boyfriend at night, she is 'an intimate, but cautioning, girlfriend to and for her boyfriend (Hawkins, 2004)."

The author further explains that the socially-situated identities are intrinsically both social and relational (Hawkins, 2004). The student, Jane created for herself a certain place in her social space that, in turn, created positions (relative to hers) for others to reside in (Hawkins, 2004). When speaking to her parents Jane creates an identity through which her parent are presented as people who have made certain that she was properly educated (Hawkins, 2004). When speaking to her boyfriend who is also her peer Jane exhibits an identity for her boyfriend as an intimate who is expected to understand what she desires as it relates to romance and relationships. These differences in social language displayed by Jane permit her to show and recognizable two different social activities (Hawkins, 2004). The author points out that in many households it is common that children from a young age understand there is certain language associated with school that is carried over into conversation with parents concerning school-based activities (Hawkins, 2004). Even though the young lady in this example is a college student, she still is displaying the type of language with her parent that she was probable taught as a child. The author further explains that

"While people like Jane may sometimes talk to their parents at dinner in this way, not all people do. This is a distinctive activity that research has long connected with both success in school and the formation of school-based identities and identifications. To her boyfriend, Jane is using language to carry out a quite different activity. She is both bonding to him and fashioning for him the sort of value system and identity she wants any boyfriend of hers to have (Hawkins, 2004)."

This idea that people speak different languages depending on the social context, has an impact on the manner in which people learn language. As such instructors have to be mindful of the manner in which language is taught. On the one hand instructors want students to understand the formal nature of a language. On the other hand, it is also important that students feel comfortable when learning a new language and that there is some sense of identity even when the language learned is not their native tongue. This is but one aspect of sociocultural perspective of learning a language. The author also point out that this perspective also involves Cultural models and situated meaning, which will be discussed in greater detail in the next section of this Literature Review.

Situated Meanings and Cultural Models

Hawkins (2004) also discusses the issue of situated meaning and Cultural models. As it pertains to situated meanings they are not just present in the minds of individuals. In most cases situated meaning are agreed upon between people in and through communicative social interaction (Hutchins, 1995; Shore, 1996). For instance, if a partner in a relationship says 'I think good relationships shouldn't take work'. A substantial amount of the resulting conversation will likely involve mutually negotiating the definition of 'work' for the people concerned. Additionally, as both conversations and relationships evolve, those involved continue to reform their situated meanings (Hawkins, 2004).

The author further explains such as 'work' and 'coffee' usually have much more general meanings than are present in the sorts of situated meanings that have already been discussed. However words typically do not have such general meanings (Hawkins, 2004). The generality that we believe is present in words is usually triggered by 'cultural models' (D'Andrade & Strauss, 1992; Gee, 1999a; Holland & Quinn, 1987; Shore, 1996; Strauss & Quinn, 1997). For the most par Cultural models can be defined as 'storylines' or a series of linked images (or (informal) 'theories' shared by individuals that are members of a particular social group (Hawkins, 2004). In addition Cultural models are designed to quantify, in relation to the standards of the group, the types of situated meanings that people are inclined to create for the words and phrases they utilize. Cultural models are normally not completely found in the mind of a single person. They are, instead, dispersed across the different sorts of 'expertise' and viewpoints that are present in a particular group and which members of the group share for the purposes of creating a mutual 'big picture'(Hawkins, 2004). The author further explains that the "cultural model associated with 'coffee', is, for some of us, something like this: berries are picked (somewhere? from some sort of plant?) and then prepared (how?) as beans or grain to be made later into a drink, as well as into flavourings (how?) for other foods. Different types of coffee, drunk in different ways, have different social and cultural implications, for example, in terms of status (Hawkins, 2004)."

Overall the assertions made by Hawkins (2004) assert that language use and language learning are often connected to sociocultural perspectives. These perspectives can cause people to alter the manner in which they speak depending on their audience. This is an issue when learning a language because it can hinder the ability of the learner to fully grasp a new language. Additionally instructors must also be mindful of this and take into the sociocultural issues that exist within the context of language learning. The next section of the literature review will focus on ESL and Academic writing.

ESL and Academic writing

Correa (2009) reports that for many years that English as a Foreign Language and English as a Second Language (ESL) and English as a Foreign Language (EFL) university instructors have criticized students who enter the collegiate environment without having the skills necessary to write in the academic setting, specifically in content courses (Benesch, 1993 & 2001; Schleppegrell, 2004; Spack, 1988 & 1993; Zamel, 1995). As a way of addressing this problems some institutions of higher learning have instituted changes to their curriculum to facilitate increased proficiency in academic writing. These changes have been inclusive of the development and implementation of a series of writing courses for ESL and EFL students (Correa, 2009). As an aspect of these courses the instructors attempt different approaches to assist students in writing more proficiently. These approaches address English writing using such concepts as product, process and genre. However, the author asserts that

"In spite of these efforts, both ESL and EFL students continue to struggle with writing academic papers (Benesch, 2001; Canagarajah, 2002; Raimes, 1991) and in particular with the adoption of an academic voice (Atkinson, 2001; Ivani?, 1998; Ivani? & Camps, 2001; Lillis, 2001; Raimes & Zamel, 1997; Ramanathan & Kaplan, 1996; Scollon, 1994 & 1995). As a consequence, many of these students fail to get good grades in their class papers or even pass to content courses (Lillis, 2001). Furthermore, some end up dropping out of the university, convinced that they are not intelligent or capable enough to succeed in academic settings, when in fact they do not possess the linguistic resources to draw on in the writing of their academic papers (Lillis, 2001; Correa 2009)."

The ways in which eSL/EFL students were taught how to write in English is the product of two eras; the pre-process era and the process era. The next sections of this literature review will focus on these eras.

The pre-process era

Correa (2009) reports that the pre-process era in ESL/EFL writing began in the 1960s. At this time ESL instructors were complaining about the audio-lingual approach's neglect for writing and decided to include grammar in their curriculum through many different activities (Matsuda, 2003). An article entitled, Out of the Woods: Emerging Traditions in the Teaching of Writing, reports that this the focus on form begin in 1966 with the establishment of the TESOL organization (Correa 2009). The article points out that it was at this time that ESL/EFL writing ceased to be utilized and instructors began to "reinforce oral patterns of the language" and as such ESL/EFL instruction began to take the form of sentence drills, fill-in-the-blank exercises, substitutions, transformations, completions, and manipulation of given sentences and written passages.

In addition in the pre-process era, student writers were viewed as "passive recipients of expert knowledge and direction" and their voices and motivation were not significant (Correa, 2009). As such, student writers were not required to evaluate the purpose of the structures they utilized or other issues that influence text production including topics, contexts and audience. On the contrary, were expected to duplicate and practice sentence patterns and structures that were believed to be accurate (Correa, 2009). The author further explains that

"Academic writing was not considered a process, as many scholars came to see it in the 1980's (Berlin, 1988; and Bizzell, 1986; Faigley, 1986; Johns, 1997; Silva, 1990). Nor was it perceived as a social practice that varies from one context to another, according to situation, purpose and audience, as many scholars see it nowadays (Butt, Fahey, Feez, Spinks & Yallop, 2003; Cope & Kalantzis, 1993; Knapp & Watkins, 2005; Paltridge, 2001). Rather, it was considered "a skill (…) a matter of using correct syntax, spelling, punctuation to produce accurate and correct, perfect sentences, paragraphs and essays which fit prescribed patterns" (Silva & Matsuda, 2002: Correa, 2009)."

Additionally, academic texts were not believed to be the creative expressions of the individual, this idea was not the case until the process era. In addition academic texts were not viewed as "genres" having specific social functions and organization, both of which are defined by audience and context, as perceived by the post-process era (Callaghan, Knapp & Noble, 1993; Kalantzis & Cope, 1993; Kress, 1993). Instead, academic texts tended to be perceived as "jars, with predefined configurations into which content is poured" or "a collection of increasingly complex discourse structures (e.g., sentences, paragraphs, sections) each embedded in the next larger form Correa (2009)." Additionally during the pre-process era, teachers were viewed as authorities or fact dispensers Correa (2009). That is, academic writing teacher were not viewed as facilitators or coaches who helped students in finding their individual meanings. Since this was the case, teachers were not concerned with students' opinions concerning the texts they read. In addition they were not concerned with permitting students to determine the topics they would be required to write about or encourage them to write using their own voices. Rather, instructors paid a great deal of attention to ensuring that students mastered facts about grammar and discourse modes (Johns, 1997; Correa (2009).

Pre-process Approaches

Correa (2009) reports that the Pre-process beliefs about writers, academic writing, texts, and voice led to the development of a succession of approaches and methodologies. A significant number of these approaches and methodologies are still utilized today and continue to be utilized in the area of ESL/EFL writing classrooms (Cope & Kalantzis, 1993; Correa, 2009). According to Matsuda (2006), pre-process approaches and methodologies contain all of the teacher-centred writing pedagogies that were popular in the decades prior to the creation of process approaches in the 1960s. These approaches stress the importance of grammar and structure while also disregarding the personal goals purposes and voice of the writer. Although they are often reoffered to using other names including "Traditional Approaches," and "Controlled Composition" (Silva, 1990; Silva & Matsuda, 2002; Johns, 1997), they are now referred to as Current-Traditional Approach or Rhetoric (Johns, 1997; Matsuda, 2003). According to the author the Current-Traditional Rhetoric places

"the emphasis on the composed product rather than the composing process; the analysis of discourse into words, sentences, and paragraphs; the strong concern with usage (syntax, spelling, punctuation) and with style (economy, clarity, emphasis); and so on" (2003, p.70). Johns describes it as a series of approaches that focus on "the teacher-directed study of grammar and vocabulary and the student production of perfect English sentences and discourses" (1997, p.6). As such, these approaches are characterized by memorization of spelling lists, filling in exercises, as well as rote learning of grammatical rules (Cope & Kalantzis, 1993; Correa, 2009).

Pre-process instructors mandate that students construct perfect sentences prior to reading or writing longer texts, including paragraphs or essays (Johns, 1997, p.7). In an effort to ensure that students will have the ability to create these perfectly structured sentences instructors give student oral drills and exercises. During these drills and exercises students are expected to copy and memorize the grammatical forms that they will produce in the "perfect" sentences. Instructors also require student to classify texts into "rhetorical modes." These modes are inclusive of exemplification, illustration, comparison, partition, contrast, classification, causal analysis paragraphs and definition (Silva, 1990; Correa, 2009).

Once the students classify the texts, instructors ask students "to practice these modes by imitating their forms, much as students in grammar-based classes practice correct forms at the sentence level" (Johns, 1997;). As a part of this process studens substitute, alter, develop, and complete model passages and then attempt to mimic these texts (Silva, 1990; Correa, 2009). Because the instructor is focused on what the students produce and not the process these texts are usually handed in to instructors without revising them (Matsuda, 2003; Correa, 2009). Instructors then grade the assignments based on them their compliance with the conventions of "standard English" (Cope & Kalantzis, 1993, Correa, 2009).

Although the pre-process method of teaching language was quite popular decades ago, it received some criticisms, even then. For the most part these critiques focus on the manner in which this approach addresses the issue of grammar in addition to the problematic nature of writing texts as universal when they actually tend to differ from culture to culture (Fox, 1994; Kaplan, 1966; Land & Whitley, 1989; Correa, 2009).

Other critiques of this instructional tool are associated with both the "linearity" and "prescriptivism" of the approaches in addition to the fact that they emphasize form (Cope & Kalantzis, 1993; Silva, 1990; Bizzell, 1986; Johns, 1997; Silva, 1990). Additonally the final critiques associate with this tactic concerns the manner in which this approach treats the writer, the instructor and the reader (Johns, 1997; Reid, 1993). The author further explains that

"Concerning pre-process approaches' focus on form, Bizzell, for example, claims this focus negates the existence of the writers and their purposes, motivations, opinions and individual histories, thus putting them in a peripheral place in the classroom, instead of at the center. In addition, it does not seem to remediate any of the problems of students who continue to bring essays full of errors (1986, p.52). Echoing Bizzell (1986), Johns (1997) critiques the approaches' exclusive focus on drills, correction and form. To her, this focus puts aside other aspects of writing such as function, writer and reader's roles, context, and topic (Correa, 2009).

The Process Era

Eventually the pre-process era gave way to the preprocess era. Matsuda (2003), reported that process approaches did not become popular in EFL writing research and scholarship until the late 1970s. This popularity came about because of Zamel's (1976) publication of the article Teaching Composition in the ESL Classroom: What We Can Learn from the Research in the Teaching of English. As a result of this article the approaches materialized as a result of the prominence of a product-centered pedagogy or Current Traditional Rhetoric (Matsuda, 2003). In addition the approaches had as a foundation the critiques of traditional curriculum advanced argued John Dewey. (Kalantzis & Cope, 1993; Correa, 2009).

According to Bizzell, "these approaches had several purposes: (a) protecting students from the academy's oppressive requirements (1986, p.54); (b) liberating students from the "verbose, indirect, and impersonal" academic expository prose of academic settings (p.59); and (c) helping students from "less privileged social groups who had trouble mastering academic writing -- so as to give them equal access to the knowledge generated and maintained by the academy (Correa, 2009).." This is the reason why the approaches stressed the ideas of freedom, self-expression, individual motivation, and learner responsibility (Hyland, 2003). This new emphasis, eventually inspired a paradigm shift, that forever altered the manner in which composition was taught and providing a rehabilitated sense of decency for the profession (Correa, 2009).

During the process era, writers started to be viewed not just as "passive recipients of expert knowledge and direction," (Johns, 1997, p.7). Rather, writers were viewed as individuals with their own ideas, voices, and opinions, who have decision making skills writing, and something important to articulate (Matsuda, 2003). With this understood the purpose of the writer was to articulate the meanings that the reader would later have to themselves (Kalantzis & Cope, 1993, p.54). Because writers were believed to be in possession of their own "personal, authentic writing styles these voices were also viewed as "personal" and "unique (Correa, 2009).

The Process era gave way to an understanding that ESL writing could and should take on a more creative identity. The next section of the literature review will focus on the role of creativity in English Language instruction.

The role of Creativity in Education and Learning English

Indeed Creativity is a vital force in education that should be appreciated. Muthusamy et al. (2010), reports that educational psychologists have long discovered that creativity is an important educational concept even though the term "creativity" is difficult to define. The author explains further that

"There are many definitions of creativity that have been put forward but there is no universally accepted definition or method for quantitative conclusions on creativity (Troda, as cited in Khatena, 1977).Creativity is paralleled with uniqueness, originality, cognitive thinking, problem solving, cultural norms and values and much more. According to Anderson (1965) creativity represents the emergence of something unique, exceptional and original. Of the widely accepted definitions of creative thinking, one which comes from Torrence, from his prodigious research:…a process of becoming sensitive to problems, deficiencies, gaps in knowledge, missing elements, disharmonies and so on. Identifying the difficulty; searching for solutions, making guesses or formulating hypotheses about the deficiencies, testing and retesting these hypotheses and possibly modifying and retesting them; and finally communicating the results (Muthusamy et al., 2010).

Creativity and Education

As it pertains to creativity in Education particularly as it pertains to mastering and becoming proficient in learning the English language creativity is utilized as a tool or device rather as opposed to a gift or special ability. Some have even argued that creativity in language can be taught. For instance, Narramore (1992) explains "the importance of methodological and attitudinal considerations as being useful in enhancing creativity. Her research confirms the crucial role of the teacher. According to her the teacher's classroom behaviour should include creative thinking that should provide creative instruction and develop a situation in which creative thinking predominates (Muthusamy et al., 2010)." In linking creativity to critical thinking skills, Sotto (1994, p.200) asserts understanding creativity is important to the concept of "learning all learning." Furthermore creativity tends to helps student to obtain a higher order of cognitive thinking. This higher order necessitates a change in mindset of an individual. The author explains that "A creative person is curious, lacking in rigidity, free from stereotype thinking methods with flexibility and open-mindedness. For Lakoff (1980), use of metaphor is something through which we perceive the world, understand the meaning both in language and thought. Therefore it becomes a cognitive-creative action (Muthusamy et al., 2010)."

Creativity and the English Language

Typically the term "creative writing" is used in English courses in both high school and the university level. The term usually refers to writing in the forms of stories, poems and plays. The author asserts that the term "creative" is attached to the aforementioned forms of writing because it is viewed as doing something that has never been done before (Muthusamy et al., 2010). The creative writing often expresses a new in idea and what it is attempting to convey. This may also refer to something that constitutes a new writing technique. As such creativity is usually viewed as a feature of literature.

According to Beard (2003) linguists like to categorize, and one of the main things about creativity is that it deliberately breaks outside categories. Following is a list of certain attributes of writing that are considered important to creative writing. These include

Lexical creativity -- which function at the level of single words and phrases. This is inclusive of reversed new words or old words used in new manner (Muthusamy et al., 2010).

Phonological creativity -- functions in terms of sound and is normally inclusive of sounds and playing with words that have similar sounds but different meanings.

Graphological creativity -- Associated with the design of a text which can create a profound an impact on the reader. As it pertains to this form so creativity the layout of a text can be altered so that it is completely different from what was expected (Muthusamy et al., 2010).

Semantic creativity -- the word Semantic is associate with meaning "and one of the most obvious ways in which writers and speakers play with meaning is by using puns. At a deeper level, some 20th century writers have challenged the possibility of finding any meaning at all (Muthusamy et al., 2010)."

Grammatical creativity -- Grammar is associated with the system and structure of a language and most writer will not play or stray too far from the structured system of writing. The author further explains that "grammar can make texts impossible to understand. Nevertheless writers will sometimes briefly suspend the rules of grammar to make a particular impact…(Muthusamy et al., 2010)"

Metaphor -- Metaphor and other terms for comparisons are sometimes called figures of speech. It has already been noted that creativity with language often depends upon readers having prior knowledge of something. This allows writers to use a range of techniques, confident that at least some of the readers will understand what is going on. This inter-textual reference can range from allusion, symbolism and etc. -- a passing reference to another text -- to a much more significant use of imitation, such as parodyand satire."

Singlish and the need for Creative Writing in English

Lin (2005) asserts that Singapore is a forward-looking, decisive and intensely proactive. The author further describes Singapore as a citystate that is concstntly in the business of reinventing itself. This is

"spurred on by the wheels of globalization to consolidate its successful development as a thriving, cosmopolitan nation in the New World Order. In its current bid to become the knowledge hub par excellence and gain a competitive edge over its neighbours in the region, Singapore seeks to build a highly skilled service sector and a sophisticated technological infrastructure that will help attract and sustain transnational investment and new entrepreneurial initiatives. The choice of language(s) of education is a central issue -- perhaps the central issue -- in Singapore's education system, unabashedly harnessed in the service of such capitalist interests (Lin, 2005).

The author further explains that management of Singapore's remarkable achievements is mostly attributed, for to its choice of English as the dominant working language (Lin, 2005). This strategy was designed to assist Singapore in plugging into the global economy and to the English-knowing bilinguals that are prevalent on the country. It does not come as a surprise that it is in the education system that the role of government in language planning is most clearly materialized ( Lin, 2005). As such, "language-related issues continue to be a perennial subject of scrutiny and comment by the leading politicians in the country. Acutely conscious of its economic vulnerability, highlighted recently by the Asian financial crisis and the September 11 incident, and its dependence on outside for its resources, the Singapore leadership recognizes that complacency has no place and that change is the very essence of Singapore's survival as a viable economy on the world stage ( Lin, 2005)."

Another desire present in Singapore is the creation of a supraethnic national identity, that is consistent with the government's goal of having a country that is economically, socially and culturally developed. In the process of accomplishing the goals of economic progress and social cohesion, the people responsible for that management of language planning in education has experienced a series of directional changes ever since Singapore's independence in 1965 ( Lin, 2005).

The author further asserts that the educational policies and practices are continuously considered and reviewed and refined in a "process of continuous fine-tuning, as represented by its innumerable campaigns and educational reforms. However, none of these policies, or the powerful ideological discourses that are interwoven with them to regulate and reproduce Singaporean life, are entirely unproblematic. Underneath the success story of Singapore's languages-in-education policies there exist in fact a number of potentially fractious tensions and conflicting interests. Three among them are pragmatism, of multilingualism and of meritocracy ( Lin, 2005)"

Furthermore the ideology in Singapore is one of Pragmatism and there is also a Notion of the 'Practical'. As such the policies on he English language that are present in Singapore can be described as 'pragmatic multilingualism'. This policy is actually based on the concept of multiracialism which encourages fair status and treatment for prople of every race along with their languages and cultures. The author also explains that the multilingual model adopted for Singapore is fitting for the population of nation which is divided onto four major ethnic blocks including "Chinese, Malays, Indians and 'Others', with Mandarin, Malay, Tamil and English as the respective official languages representing them." On the other hand, English has obviously existed as the prevalent language ever since the time of the nation's independence in 1965. This independence was, followed "by Mandarin among the Chinese community, as a consequence of the success of the pro-Mandarin campaigns launched annually."

Movement to speak "Good English"

The use of Singlish in Singapore has many language experts up in arms. Experts fear that the English developing in Singapore is not Good English and may be harfult to the Singaporean people because of it prevalence in the nation. Kramer-Dahl (2009) explains that during the middle of -1999 the teaching of English in general and teaching of English grammar in particular made news around making headline news in Singapore because the manner in which people were speaking. The article explains that

"every day seemed to bring forth some new and more serious manifestations of what cultural critics (e.g., Cameron, 1995; Hall, Critcher, Jefferson, Clarke, & Roberts, 1978) have called a discourse of crisis, where typically "a social problem or phenomenon [in this case, the sorry state of the nation's English grammar and of grammar teaching in schools] becomes foregrounded in public discourse and discussed in an obsessive, moralistic and alarmist manner, as if it betokened some imminent catastrophe" (Kramer-Dahl, 2009)."

In fact individuals from different aspects of life were told to speak on this issue. There were many "whose discursive agitations over declining English-language standards and the dangerous proliferation of Singlish, the local English vernacular, reached the public were politicians (most notably the senior minister and the prime minister), editorial writers, television actors, literary figures, the educational establishment in the persons of Ministry or Educational officials, university lecturers and school principals, schoolchildren and their parents, as well as ordinary citizens" (Kramer-Dahl, 2009) ."

The author further asserts this issue of the way English was being spoken was the subject of a great deal of debate. In addition the types of items under scrutiny were also plentiful. For instance the author points out that everything from the Ministerial National Day rally and dinner speeches were the source of a never-ending flow of letters to the editor and testimonials claiming the wonders through attending grammar classes and the manner in which such classes changed the lives of individuals who no longer spoke English as a result of these classes. Following this frenzied move, the author explains that the examples of bad English being displayed were not even good examples of bad English. In addition, the corrections suggested to the people were actually hypercorrections.

In addition to encouraging citizens to speak good English, Singapore has also tried to combat the issue of Mandarin become a language that is not spoken as frequently as it should be. In an effort to get Singaporeans to speak Mandarin, a speak Mandarin Campaign was launched. The dominant nature of the English language in the country of Singapore made it necessary to remind the people of Singapore of their roots and the encourage them to speak in their native tongue. The loosing of cultural heritage as a result of making English the official language of Singapore was always a fear. Today, as was mentioned earlier in the discussion English is the language that most Singaporeans are the most comfortable using. As such many do not speak Mandarin as well as they speak English. With these things understood the Singaporean government began to support the Speak Mandarin campaign. The campaign reaches people through print ads and even television commercials. One of the print ads for this campaign is below.

Indeed English Language learning in Singapore has come at a price. Even though Singapore has served as a destination for many years because English was spoken, it does seem that making English the nation's official language has robbed Singapore of some of its identity. The ad like the one above is evidence that people may have been robbed of their heritage.

Language, culture and identity

The type of English spoken in Singapore is a prime example of the influence that culture and identity has on language. According to Song-Mei (2001) there is a definite interdependence between language and culture. The author also explains that this connection has long been recognized and even explored by various writer and scholars. For instance Sapir (1974), believed that language was a tool for the expression of culture. This particular author asserted that the "content of every culture is expressible in its language and there are no linguistic materials whether as to content or form which are not felt to symbolize actual meanings, whatever may be the attitude of those who belong to other cultures." The Sapir (1994) further explains that when cultures have new experiences the resources of a language may have to be expanded.

Song-Mei (2001) asserts that as it pertains to Singapore English (SE) there have been attempts by speakers to increase the resources of English through both development and adaption of words that are already present to express a new meaning. The author further assert that this expansion can be seen in Baba Malay (BM), a variety of Malay which that features loanwords from the local Chinese dialect, referred to as Hokkien. The author explains that these loan words are the most evident in the following terms "mihun (rice vermicelli), tauge (bean sprouts) and cincai (jelly) (Pakir, 1988). Comparably, a wellknown and popular word in SE, is kiasuism, derived from kiasu, a Hokkien term meaning 'fear of losing out to others'. There is no substitute or near equivalent for this term in English at large. Further, social meaning has great relevance in the consideration of SE. As Sapir pointed out: Language is a great force of socialization, probably the greatest that exists. ... (It) is a peculiarly potent symbol of the social solidarity of those who speak the language (Song-Mei 2001)."

The author further asserts that there is evident which points to Singaporeans strong reliance on SE. Some scholars have even noted that many Singaporeans take a great deal of pride in their accents. The author assert that

"When one is abroad, in a bus or train or airplane and when one overhears someone speaking, one can immediately say this is someone from Malaysia or Singapore. And I should hope that when I'm speaking abroad, my countrymen will have no problem recognizing that I am a Singaporean."

In addition other Singaporeans have defended the use of Singlsih in the media. For instance recently a college student who defended the TV sitcom 'Phu Chu Kang'. The sitcom is named after one of the main characters and he uses Singlish excessively. In his defense the college student argued that "Singlish as used in TV programmes ... should not be blamed for making Singlish popular. It is just our relaxed way of communicating without pretence... Singlish is the true cultural artefact of Singaporeans. And I am proud of it. (September, 1999)"

Even though many people defend the use of Singlish, there are also many other people that do not like its use and believe that it males Singaporeans look bad.

Indeed Singlish seems to be a matter of pride for many Singaporeans and the language is both spoken and received "by a cross-section of the community, possibly those who are more relaxed about language use. In a questionnaire survey (Chin, Ler & Wang 1993/94:36) on the acceptability of Singlish to Singaporeans, more than 50% of working adults and students from high school and university aged 16 -- 50 considered that Singaporeans should not be ashamed of Singlish."

Overall the research indicates that there is a great deal of concern in Singapore about language. On one hand the educational system wants citizens to become proficient in English. However the use of inferior English or Singlish is not an idea that some Singaporean people gravitate towards. One of the primary places that Singlish should not be permitted is school.

Singlish in Schools

Rubdy (2007) explains that the casual "use of Singlish in Singapore's schools is strongly discouraged due to concerns that it will impede the acquisition of 'good English', the effective development of students' literacy skills and the quality of their overall education. Many members of the public share this view of Singlish as a corrupted and degenerate form and express strong disapproval of teachers using this variety."

This issue is a real problem as instructors and parents alike do not want anything to impede upon the ability of a child to learn the proper way to speak English. Although there has been a concerted effort to eliminate the speaking of Singlish in the Classroom, the presence of Singlish permeates every classroom. The author explains that Singlish continues to be popular despite a national movement entitled the Speak Good English Movement (SGEM).

The author further explains that SGEM began in 2000 and it was designed to encourage the use of standard English and stop the spread of Singlish in Singapore (Rubdy, 2007). Rubdy 2007 further explains the official stance on Singlish is

"Singlish is a threat to the nation's competitive advantage in the global marketplace. Educators, parents and the lay public often echo similar views in the media, namely, that Singlish is a problem, a handicap, a blot. Singlish is thus constructed as a less prestigious dialect associated with low social status. However, few studies have attempted to find out whether the students and teachers themselves view the classroom use of Singlish as problematic. Neither is there any discussion about the possibilities of using the vernacular as a means for teaching the standard, although the positive role of vernaculars in cultivating standard language pedagogy has been well documented Rubdy, 2007)."

Obviously, even though many Singaporeans view Singlish as nothing more than a harmless aspect of Singaporean culture, instructors and linguists believe that it encourages people to speak poorly. Poor speech is a serious problem on the job and in school. As such Singaporeans have been encouraged to cease with the use of Singlish.

Perhaps creative writing in English will prove to be the answer for this issue of Singlish and efforts to get people to understand why using this language can be detrimental to their ability to speak English proficiently. One of the aspects of creative writing that might benefit Singaporeans has to do with infusing popular culture into the manner in which people learn Language.

Indeed, this type of Creative writing in English in Singapore is needed and necessary because of the influence that popular culture has on the region, particularly amongst young people. The current influence of popular culture is encouraging young people to continue with the use of Singlish. To combat this, creative writing tools should infuse various figures in popular culture who believe that speaking Singlish is detrimental to the ability to speak proper English. According to Shegar & Weninger (2010) "For well over a decade now, there has been focused interest in the role of popular culture in classrooms, both within and outside of educational circles. Research into the pedagogical application of popular culture has advocated broadening schools' textual canon, while being mindful about the challenges entailed in opening up classrooms to nontraditional texts. There has been particularly strong academic support in the area of reading literacy, to include not only popular cultural genres but also new media (Ashton 2005; Dyson 2001; Levy 2008; Marsh and Millard 2000; Shegar & Weninger 2010)."

The article further explains that many different important arguments have been established as it relates to popular culture and Language Learning. One of the first assertions is a counter to the argument that popular cultural texts only encourage submissive consumption. On the contrary some scholars have explained the active and complex processing and skills development produced by participating in many popular cultural genres (McVicker 2007; Roberts and Howard 2005). For example the Multimodal texts that children often consume on a daily basis by browsing the Internet or playing video games, necessitates literacy skills to navigate the terrain (Gee 2007; Jewitt and Kress 2003; Smith 2005; Shegar & Weninger 2010).

Another important argument is the motivational factor related to popular culture for reading literacy development. The author explains that because children are familiar with popular texts they have cultural knowledge. This knowledge can be drawn out in the classroom if instructors take the time to recognize the presence of the knowledge and extract the knowledge form students. When this knowledge is drawn out, it is often the case that children's interest in literacy also increases (Marsh and Millard 2000; Shegar & Weninger 2010).

Another argument involves literacy studies that have demonstrated

The ways in which popular cultural texts and artefacts have the ability to provide a familiar platform for both teachers and students so they have the ability to explore issues associated with ethics, the development of a critical awareness in addition to literacy skills that ensures that children will be spontaneous readers and viewers (Alvermann, Moon, and Hagood 1999; Shegar & Weninger 2010).

Other studies have also asserted that Popular culture can be a useful resource in the linking the home environment with the school environment. The article explains that some scholars have found that there is often an inconsistency that exists between the home and school environment as it pertains to literary practices. More specifically studies have found that the types of texts that are available to children. There are also differences in the way that children interact with books depending on the environment that they are in Marsh and Thompson2001). In addition for the most part literacy in school remains centred around reading print, which acts as the direct opposite of the variety of reading materieals that are available to children at home. multiple (Browne 1999; Carrington 2005; Marsh and Thompson 2001). Research has found that introducing popular culture into the classroom resolves some of these discrepancies.

Levy (2008) has reported that children used popular culture to construct a third dimension between home and school to connect their reading encounters. The insertion of popular culture can also authenticate the textual experiences of children who don't have any form of cultural capital (Ashton 2005). The author further reports that engagement with popular culture can also be a fun experience for students because everyon is familiar with the popular items or characters; this encourages the use of the imagination and collaboration (Ashton 2005). Even thorught there is a great deal of evidence that suggest that the inclusion of popular culture is good for literacy and language learning, many educators are still resistant to the idea. The author asserts that there are several different reasons for this resistance. These reasons are as follows

"First, sentiments about the inherent 'value' of high-cultural, classical texts still linger among educational elites, thus effectively blocking any major reforms of the school literary canon (Dyson 1997). Related to this, new forms of entertainment have been argued to displace other activities that are thought to stimulate and nurture intellectual growth (Neuman 1995). Such other activities are typically biased toward high-cultural forms of leisure such as reading classical literature or attending museums and cultural events. Finally, concerns over violence, discrimination and corruptive messages in popular cultural media are often cited to discourage their inclusion in educational contexts, backed by research correlating observed violence and violent behavior (Sparks and Sparks 2002)."

In addition to the messages that teachers get from the media placing negative light on non-traditional modes of teaching, many instructors also have their own misgivings about including popular culture in the class room curriculum. This type of apprehension often exists because of the perceived separation that many teachers believe should exist between the home and school. In fact some teachers believe that the skills that students learn at home which is inclusive of contact with popular culture, serves no purpose in the classroom (Honan 2008; Rymes 2004). Additionally problems also come about that media displaying popular is not actually used as a teaching tool but to pass time.

For the most part, in the United States teachers typically utilize text books to teach reading and language. In addition other tools such as games, pictures', televisions programs and computer activities are also used in congruence with textbooks. Additionally teaching material are generally consistent with the items outlined by the national curriculum and what the students are expected to know on Standardized tests. The author further explains that both the media and the government place a great deal of pressure on teachers to use skill-based approaches because how students perform on standardized tests is linked to the amount of funding that the school will receive.

The article asserts that Singapore has been in a similar position as America as it relates to teaching methods. For the most part, teachers in Singapore also tend not to incorporated popular culture into the classroom. However in some cases teachers in Singapore do use popular culture in the classroom but only to fill time after exams.

The author further asserts that one of the primary goals of the national curriculum in Singapore is standardized examinations. These standardized tests can impede upon the ability of a teacher to be creative because having to prepare children for such tests can severely limit the development of creative literacy and language practices. The article explains that this lack of innovation leads to the stifling of creativity and critical thinking skills.

Shegar & Weninger 2010 conducted an exoperiment that was built upon an existing

"body of literature promoting the inclusion of popular cultural texts and other media in formal educational settings, this study aims to illustrate how a group of young children engaged with popular cultural texts in different media in the home environment. Notwithstanding difficulties in defining popular culture without invoking a particular theoretical stance (Storey 2001), for the present article popular culture is understood as cultural texts and practices that enjoy wide circulation and are highly commercialized. Text is broadly defined as a cultural object of any semiotic mode, including television programs, songs, cartoons and feature movies, as well as a host of artefacts produced and sold in connection with them (e.g. bags, T-shirts, water bottles and stickers) (Shegar & Weninger 2010)."

The data presented were gathered from an ethnographic study that was designed to trace the home literacy practices of five preschool boys living in Singapore. The focus of the analysis is on one specific aspect of the boys literacy practices characterized by "the rich intertextual fabric that is woven as they engage with popular culture (Shegar & Weninger 2010)." Additionally the research was focused on a total of four different factors associated with the intertextual web. The primary argument made by the researchers is that "characteristics of the boys' home literacy practices, particularly their deep intertextual grounding, should be harnessed for literacy development in school (Shegar & Weninger 2010)."

The foundation for the study is based on several other studies including Duff (2002, 2003) which sought to evaluate the introduction of pop-cultural talk into classroom discussion as a means by which both students and teachers could develop a rapport and also co-construct knowledge and identities in an appealing manner. However, in this study, which was conducted in the United States, and observing mainstream U.S. classrooms that happened to have a significant number of ESL students, the researcher discovered how differential access to these 'hybrid spaces' had a major effect on the participation patterns of the students (Shegar & Weninger 2010). Indeed, this particular study found that "Students who do not have the necessary language skills or share the cultural schemata drawn upon during pop-culture-infused classroom interaction are often left out of the joint meaning-making process (Shegar & Weninger 2010). Additionally because instances of intertextuality also form an opportunity to reveal and restate students' and teachers' (shared) sociocultural affiliation, students who cannot participate in them because they do not have the same affiliations, are deprived of admission to the social and cultural networks to which their peers have access (Shegar & Weninger 2010).

Despite the presence of such problematic scenarios, pop culture, when permitted to be included into classroom discourse, offers a great intertextual resource. For example in his research Sipe (2000, 2001) found that "the pervasiveness, sophistication and relevance of students' references to other texts in interpreting stories and making generalizations about genres. However, as explicitly emphasized by Harris, Trezise, and Winser (2002), intertextuality is almost never drawn upon as a classroom resource by teachers in a principled manner (Shegar & Weninger 2010)." This is the case because the manner in which students attempt to develop links to classroom talk to assist learning (Shegar & Weninger 2010). The authors explain that "Allowing students to make connections to texts they are familiar with seems especially significant for young learners who often grapple with the task of having to separate the different social and discursive domains, such as school and home, in their lives (Shegar & Weninger 2010)."

The study conducted by (Shegar & Weninger 2010) will provide additional support for the inclusion of children's pop-cultural (inter) textual experiences as a scaffold for literacy. This endeavour is carried out by describing the home literacy practices of the five boys in the study as observed through the prism of intertextuality. He authors further point out that no other studies have evaluated out-of-school literacy as it pertains to children's intertextual references. As such the researchers establish a goal of filling in this particular gap that exists in the research concerning child literacy.

As it relates to the term intertextuality the researchers not that their understanding of this term has as a foundation the sociolinguistic accounts of this trend (Bloome and Egan-Robertson 1993; Sipe 2000, 2001; Tannen 2006)even though not all of the data for Shegar & Weninger (2010) is interactive in the way it was of the listed studies. The researchers still build upon these particular studies which enables the researchers to draw attention to the textual level, the potential that kids' popular cultural literacy might possess for the purposes of classroom learning.

For the purposes of carrying out this study, intertextual connections are defined as "children's oral, written or pictorial references to other texts, where text is broadly defined as a (popular) cultural object of any semiotic mode. In other words, references can be made to books, movies, clothing or songs that children have encountered (Shegar & Weninger 2010)."

The authors further explain that it is not the purpose of this study present a typology of intertextual connections instigated by the boys (Shegar & Weninger 2010). Instead, the purpose of the study is to demonstrate the parallels between the arguments that have been made concerning what is effective in the sphere of literacy development and intertextual factors associated with the participants' engagement with popular cultural texts at their homes (Shegar & Weninger 2010). By drawing attention to these characteristics, the researcher want to be able to suggest the means by which children's popular cultural literacy could be utilized in school for the purpose of literacy and language development (Shegar & Weninger 2010).

For the purposes of the study the data presented is taken from a larger project that had the purpose of documenting reading routines of five Tamil-speaking boys living in English/Tamil bilingual homes (Shegar & Weninger 2010). The homes were also the site where the participants were documented concerning their literacy routines. This was chosen as the site for observation because "research has indicated that children are tutored into literacy practices from birth, and the home, family, immediate environment and community have pervasive influences on them (Shegar & Weninger 2010)."

Previous research (Gregory et al. 2004) has also suggested that literacy practices done in the home can be exceptionally powerful and can become a significant resource for elevating the quality of school pedagogy (Shegar & Weninger 2010). The researchers also acknowledge that understanding the literacy practices at home will assist in closing the gap that exist between home and school which allows for a smooth transition between the two domains (Shegar & Weninger 2010).

As it pertains to the participants for this study, the researchers explain that the participants are five boys from kindergarten. All the boys are either five or six years of age. Each of the boys was from one of two bilingual Tamil kindergartens in Singapore. In addition all of the boys could read in two languages Tamil and English ( Shegar & Weninger 2010). The authors further explain that

"The boys were selected in such a way that they differed in average family income, type of housing and parents' educational qualifications. Such varied background was important since the interactive relationship between family socioeconomic index and academic performance is an established factor in both sociological and literacy development research (Bernstein 1973; Wells 1986; Heath 1983). However...we will be highlighting how despite these differences, the boys' engagement with popular culture showed remarkable similarities that can be usefully captured through the lens of intertextuality (Shegar & Weninger 2010).

As it pertains to data collection the researchers wanted to get an thorough understanding of the quantity and types of literacy practices the boys were participating in (Shegar & Weninger 2010). To this end, the researchers went to the home of the children for a total of 30 hours for each of the five boys (Shegar & Weninger 2010). The collection of data from these visits took place over a nine-month period in 2005 (Shegar & Weninger 2010).

For all of the sessions, the researchers observed the boys at their homes while they were participating in many different activities. These activities included reading a book, watching TV/DVDs, drawing, and using the computer. Contained by an ethnographic framework, the researchers utilized different collection methods

to acquire information about concerning the reading practices of each participant in addition to observing literacy events as they occurred (Shegar & Weninger 2010).

To conclude the research, the authors explain that previous research has confirmed that popular culture frequently becomes a factor in classroom discourse, usually taking the form of intertextual references made by students. In addition some researchers have shown that such references are usually ignored (Shegar & Weninger 2010). However the results of their study are as follows:

" Drawing on data gathered in an ethnographic study of home literacy practices of five preschool boys in Singapore, we would like to offer insight into these boys' engagement with popular cultural texts. The boys were observed for 30 hours each over nine months in their homes. Data were gathered using a variety of instruments, namely field notes, literacy diaries, photographs and audiovisual recordings. Using the analytic lens of intertextuality, we demonstrate how engagement with popular cultural texts provided these boys with prior textual experience, and served as a stimulus not only to access more texts but to be involved in the creation of novel texts. We also discuss pedagogical implications, encouraging educators to harness popular culture as a platform for fostering literacy development in schools (Shegar & Weninger 2010).

Workforce Education and Skills in Singapore

Lee (2009) reports that in Singapore workforce education and development comes in two forms: Pre-employment Education and Training (PET) and Continuing Education and Training (CET). PET system refers to the robust and world class education system that is present in Singapore. This education system begins in early childhood education and continues to university education (Lee, 2009). Basically, the PET system is designed for the purpose of educating children and young adults. PET is designed to equip individuals with a sophisticated education and life skills (Lee, 2009). The system is also designed to develop the youth and prepare them for adulthood and the working world (Lee, 2009).

The CET system is more varied in its structure and it is designed to assist adults and members of the workforce. The purpose of CET is to prepare the workforce with the essential competencies to guarantee they remain employable. The program is also designed to ensure that industries reap the benefits of improved work performance from skilled workers. In addition the ultimate goal of the CET system is to assist in the economic growth and development of Singapore. As such CET targets the specific needs of learners and industries. As it related to the history of the CET in Singapore, the article reports that

"Prior to the launch of the WSQ system, there were training programmes and already considerable efforts to develop skills and knowledge of the workforce. Since 1960, the Singapore government has put in resources and built infrastructure to train workers. Sectoral training institutes were set up with assistance from foreign governments and multi-national companies who set up regional headquarters in Singapore, many of these are our Polytechnics today. Efforts also came in the formation of various government bodies such as the Adult Education Board (AEB) and Industry Training Board (ITB) which later consolidated to become the Vocational and Industrial Training Board (VITB) and later the Institute of Technical Education (ITE) (Lee, 2009)."

In addition many different departments of Singapore's government were encouraging citizens in the area of vocational training and managing training programs. The government of Singapore also provided a great deal of capital as it pertained to CET programs (Lee, 2009). The government did this to support employers in sending workers for training and to encourage workers to manage their own learning needs. The article also explains that CET is part of a joint effort that also includes unions and various employers (Lee, 2009).

The Singapore government in 2003 decided to merge CET efforts across various departments of the government under a new statutory board. This board is referred to as the Singapore Workforce Development Agency (WDA) (Lee, 2009). This merger means that CET is completely coordinated and there is a concentrated approach associated with achieving the goals CET. Additionally one of the primary initiatives of WDA was to create a comprehensive CET system which was unveiled in 2005 as the WSQ system (Lee, 2009). In addition in 2008 Singapore government launched the CET Masterplan. The master plan emphasizes the government's promise to further enhance Singapore's CET system (Lee, 2009). In addition the purpose of the CET Masterplan is to "build a national CET qualifications system using the WSQ as the backbone of the CET system. Key strategies of the CET Masterplan were to bring in and build up world-class CET institutes, quadruple CET training capacity from 22,000 to 80,000 workers by 2010, build up capability of CET professionals (including trainers, assessors, management of institutes and researchers), outreach to all workers and establish linkages and integration with the PET system (Lee, 2009). "

The workforce Skills qualification system was developed because there was a need for a more comprehensive system of assisting employees. The article explains "While there had been considerable CET efforts, prior to WSQ, CET programmes consisted of short courses and programmes leading to full qualifications. However courses and programmes were mostly institution initiated, the offerings were not comprehensive and a lot of the programmes had pre-requisites based on academic qualifications that precluded a large number of workforce1 from accessing CET programmes (Lee, 2009)."

Lastly the WSQ system was created to allow all workers in Singapore have access to quality, reliable and relevant CET programmes. These programmes are designed to support the lifelong employability of workers as well as to build and advance Singapore industries (Lee, 2009). In addition the "WSQ system would support the training needs and aspirations of workers who have benefited from the PET system as well as workers who did not have the opportunity to obtain formal credentials under the PET system (Lee, 2009)."

These systems demonstrate Singapore's commitment to its citizens as it pertains to education and entry into the workforce. Not only do these systems educate the young but they also translate into adulthood. The CET program is designed to assist workers during the full length of their working lives. A creative writing in English program is definitely something they would fit the purposes of PET and CET.

Conclusion

Overall the literature review indicates that there are some impressive reasons why Singaporeans adapted English as an official language of Singapore. The government recognized before many other governments did, that the economy was becoming more global and the vast majority of the consumers in this global market would be Westerners. As such the government in Singapore established an education system that stressed the importance of learning English from the time that students entered the classroom. English became so much a fabric of Singapore that English literacy rates skyrocketed and people began to speak English in their homes more often than they spoke their native languages.

Although the effort to ensure that Singaporeans could speak English was effective, it has been difficult for the country to maintain some of its traditions. In addition the development and popularity of Singlish has threatened to undermine efforts to ensure that Singaporeans speak good English.

Chapter III

METHODOLOGY

For the purposes of carrying out the research the study will utilize a survey methodology. Surveys are a type of quantitative research. In survey research" the researcher selects a sample of respondents from a population and administers a standardized questionnaire to them. The questionnaire, or survey, can be a written document that is completed by the person being surveyed, an online questionnaire, a face-to-face interview, or a telephone interview. Using surveys, it is possible to collect data from large or small populations (sometimes referred to as the universe of a study)."

The survey used by the researcher contains a five-point likert scale. The five points of the scale are illustrated below:

1-Strongly Disagree

2-Disagree

3-undecided

4-Agree

5-Strongly Agree

The Likert scale was utilized because it allows the researcher to analyze the data using important statistical measures.

Data Collection

In carrying out the study the researcher delivered the survey electronically through Email. The participants were given 15 days to complete and return the survey. The surveys were administered electronically because such a collection methods simplifies that process and makes it easier for participants to return the survey. Once the surveys were returned they were reviewed to ensure that all the participants answered each of the questions on the survey. The information on each survey was then analyzed and examined statistically.

Participants

Three groups were given surveys to complete. The first group of 20 individuals is composed of junior college students who have completed a creative writing in English course. The second group is also composed of 20 students who have not taken a creative writing in English course. The final group of 15 is composed of employees that have participated in a creative-writing-in-English program sponsored by their employer. The surveys sent to the participants can be found below.

Surveys

Survey For Students who completed a creative writing in English course

1. Learning how to speak English has been a challenging experience

1-Strongly Disagree 2-Disagree 3-undecided 4-Agree 5-Strongly Agree

2. learning English is important to my future goals in the areas of education and my career path

1-Strongly Disagree 2-Disagree 3-undecided 4-Agree 5-Strongly Agree

3. Creative writing in English has increased my English vocabulary

1-Strongly Disagree 2-Disagree 3-undecided 4-Agree 5-Strongly Agree

4. Creative writing in English increased my understanding of the English language?

1-Strongly Disagree 2-Disagree 3-undecided 4-Agree 5-Strongly Agree

5. My writing in English improved as a result of writing creatively in English

1-Strongly Disagree 2-Disagree 3-undecided 4-Agree 5-Strongly Agree

6. My ability to speak English improved as a result of writing English creatively

7. Instructors encourage students to write Creatively

1-Strongly Disagree 2-Disagree 3-undecided 4-Agree 5-Strongly Agree

8. More than any other instructional tool, creative writing increased my proficiency in English

1-Strongly Disagree 2-Disagree 3-undecided 4-Agree 5-Strongly Agree

9. If I had a choice I would not take a creative writing in English course?

1-Strongly Disagree 2-Disagree 3-undecided 4-Agree 5-Strongly Agree

10. All Singaporean junior college students should be required to take a creative writing in English course

1-Strongly Disagree 2-Disagree 3-undecided 4-Agree 5-Strongly Agree

Survey for Students that have not taken creative writing in English courses N=20

1. Creative writing in English is a course I should have access to?

1-Strongly Disagree 2-Disagree 3-undecided 4-Agree 5-Strongly Agree

2. I believe that I am proficient in the reading, writing and speaking of English?

1-Strongly Disagree 2-Disagree 3-undecided 4-Agree 5-Strongly Agree

3. Occasionally, I feel as though I do not possess the English vocabulary needed to express my thoughts

1-Strongly Disagree 2-Disagree 3-undecided 4-Agree 5-Strongly Agree

4. Occasionally, I feel as though I do not possess the comprehension skills needed to express my thoughts

1-Strongly Disagree 2-Disagree 3-undecided 4-Agree 5-Strongly Agree

5. I do not need a creative writing in English course to increase my English Language proficiency level

1-Strongly Disagree 2-Disagree 3-undecided 4-Agree 5-Strongly Agree

6. Given a choice I would take a creative writing in English course

1-Strongly Disagree 2-Disagree 3-undecided 4-Agree 5-Strongly Agree

7. Having the ability is critical for my future academic and career development

1-Strongly Disagree 2-Disagree 3-undecided 4-Agree 5-Strongly Agree

8. I currently speak English proficiently as a result of instructional tools that do not include creative writing

1-Strongly Disagree 2-Disagree 3-undecided 4-Agree 5-Strongly Agree

9. The Singaporean education system should not mandate creative writing for English courses in Junior college

1-Strongly Disagree 2-Disagree 3-undecided 4-Agree 5-Strongly Agree

10. Creative writing in English is a waste of time that is probably not any more efficient than other instructional tool

1-Strongly Disagree 2-Disagree 3-undecided 4-Agree 5-Strongly Agree

For employees

1. My employer believes that there are benefits associated with creative writing in English

1-Strongly Disagree 2-Disagree 3-undecided 4-Agree 5-Strongly Agree

2. Creative writing in English permits me to better carry out my job duties

1-Strongly Disagree 2-Disagree 3-undecided 4-Agree 5-Strongly Agree

3. My employer encourages writing creatively in English

1-Strongly Disagree 2-Disagree 3-Undecided 4-Agree 5-Strongly Agree

4. I have received a promotion and/or a pay raise because creative writing in English has improve my English Language Proficiency

1-Strongly Disagree 2-Disagree 3-Undecided 4-Agree 5-Strongly Agree

5. My employer provides employees with incentives for attending programs that encourage creative writing in English

1-Strongly Disagree 2-Disagree 3-Undecided 4-Agree 5-Strongly Agree

6. Continuing my English education in the workforce is important

1-Strongly Disagree 2-Disagree 3-Undecided 4-Agree 5-Strongly Agree

7. I am able to better accommodate the needs of English Speaking customers/clients as a result of writing creatively in English

1-Strongly Disagree 2-Disagree 3-Undecided 4-Agree 5-Strongly Agree

8. In the future more workplaces should have programs designed to encourage creative writing in English

1-Strongly Disagree 2-Disagree 3-Undecided 4-Agree 5-Strongly Agree

9. Singaporean employers should not have Creative Writing in English Programs

1-Strongly Disagree 2-Disagree 3-Undecided 4-Agree 5-Strongly Agree

10. Employees benefit from Creative writing in English

1-Strongly Disagree 2-Disagree 3-Undecided 4-Agree 5-Strongly Agree

Chapter IV

Results

Results for Students who have completed a Creative writing for English Course *N=20

1. Learning how to speak English has been a challenging experience

1-Strongly Disagree

5

2-Disagree

6

3-Undecided

5

4-Agree

4

5-Strongly Agree

0

Results:

Total Numbers:

Mean (Average):

Standard deviation:

Variance (Standard deviation):

Population Standard deviation:

Variance (Population Standard deviation):

The results for this particular question reveal that the majority of students surveyed (55%) do not believe that learning English was difficult. While 25% were undecided and another 20% of the students surveyed agreed concerning the difficulty associated with leaning English. These findings may be reflective of the fact that learning English is compulsory and enforced from the time that children enter he school system. In addition, because English is the official language of, students are exposed to the English Language from birth and before they enter the school system. With this understood, it is likely that because students are exposed to English just as frequently as they are exposed to their native language(s), learning English is a rather natural process.

2. Learning English is important to my future goals in the areas of education and my career path

1-Strongly Disagree

0

2-Disagree

3

3-Undecided

0

4-Agree

2

5-Strongly Agree

15

Results:

Total Numbers:

Mean (Average):

Standard deviation:

Variance (Standard deviation):

Population Standard deviation:

Variance (Population Standard deviation):

When asked whether or not English proficiency was essential to career and education advancement, 85% of all the students surveyed responded that such proficiency was necessary. Of this 85% that affirmed this assertion, 75% of the respondents strongly agreed with this sentiment. Only 15% believed that such proficiency was not necessary for future achievement. The response to this particular question indicates that students understand that English proficiency is important to their ability to advance in the future. The reposes of students to these questions reflect the fact that Singaporean society has placed a great deal of emphasis on learning English. Students are therefore aware of the importance of English to their future success.

3. Creative writing in English has increased my English vocabulary

1-Strongly Disagree

0

2-Disagree

0

3-Undecided

3

4-Agree

8

5-Strongly Agree

9

Results:

Total Numbers:

Mean (Average):

Standard deviation:

Variance (Standard deviation):

Population Standard deviation:

Variance (Population Standard deviation):

In response to this question the results indicate that the majority of students (85%) believe that Creative writing in English has increased their vocabulary. Of the 85% that believe they have experienced an increase in vocabulary, 45% of students strongly agreed that there vocabulary improved as a result of writing creatively. The results of this survey question reflect the findings in the literature review which assert that creative writing in ESL increases vocabulary. It is likely that creative expression forces students to discover words they many not otherwise learn through more traditional English Language instruction.

4. Creative writing in English increased my understanding of the English language?

1-Strongly Disagree

0

2-Disagree

4

3-Undecided

3

4-Agree

6

5-Strongly Agree

7

Results:

Total Numbers:

Mean (Average):

Standard deviation:

Variance (Standard deviation):

Population Standard deviation:

Variance (Population Standard deviation):

The response to this question also revealed that students who are exposed to creative writing in English believe that such exposure increases their understanding of the English Language. More than half of all the students surveyed agreed or strongly agreed that their understanding increased. Another 15% of the students were undecided regarding whether or not their understanding of English increased as a result of Creative writing. There were also 20% of students that believed that their understanding of English did not increase as a result of Creative writing. The results from this question reflects the idea that creative writing is beneficial in the development of understanding as it pertains to the English Language. However some students seem unconvinced that creative writing in English increased their understanding of English. It may be the case that these students were more exposed to English than the other students prior to engaging in creative writing programs and as such they already had an extensive understanding of the English language. It may also be likely that these individuals had a more difficult time expressing themselves through creative writing and as such they did not benefit in the same way that other students did from this particular instructional tool.

5. My ability to write in English improved as a result of writing creatively in English

1-Strongly Disagree

0

2-Disagree

3

3-Undecided

5

4-Agree

6

5-Strongly Agree

6

Results:

Total Numbers:

Mean (Average):

Standard deviation:

Variance (Standard deviation):

Population Standard deviation:

Variance (Population Standard deviation):

The results of this question reflect that 60% of the students surveyed believed that their writing improved as a result of creative writing. In addition 25% of the respondents indicated that they were unsure that creative writing improved their ability to write in English. Lastly 15% of the respondents believed that creative writing did not assist them in improving their English writing skills. The results of this question indicate that most students do believe that their written communication skills increased as a result of creative writing in English. This finding is consistent with the findings of the two previous questions which found that both vocabulary and understanding of the English language increased as a result of creative writing. It is apparent that an increase in vocabulary and an increase in understanding lead to a greater ability to write English. However, some students were unsure of whether or not their writing had improved as a result of creative writing. Still others believed that there written communication skills had not improved as a result of creative writing.

6. My ability to speak English improved as a result of writing English creatively

1-Strongly Disagree

0

2-Disagree

1

3-Undecided

4

4-Agree

7

5-Strongly Agree

8

Results:

Total Numbers:

Mean (Average):

Standard deviation:

Variance (Standard deviation):

Population Standard deviation:

Variance (Population Standard deviation):

The results of this question indicate that 75% of students believe that their ability to speak English improved as a result of creative writing. Another 20% of the students were undecided about whether or not their ability to speak English improved. The results of this question reflect the idea that students who are engaged in creative writing programs have a greater amount of confidence in their English vocabulary and their understanding of English. As such, their ability to speak English more proficiently also improved.

7. Instructors encourage students to write creatively?

1-Strongly Disagree

0

2-Disagree

1

3-Undecided

2

4-Agree

9

5-Strongly Agree

8

Results:

Total Numbers:

Mean (Average):

Standard deviation:

Variance (Standard deviation):

Population Standard deviation:

Variance (Population Standard deviation):

The results of this survey question indicate that 85% of students believe that their instructors encouraged them in the area of creative writing in English. In addition 20% of the participant reported that they were undecided concerning whether or not their instructors encouraged them. Still 5% or 1 student believed that their instructor do not give them encouragement. The result of this particular question reflects the idea that instructors believe that students can benefit from creative writing in English. As such the majority of students surveyed felt that they were encouraged by instructors.

8. More than any other teaching tool, creative writing increased my proficiency in English

1-Strongly Disagree

0

2-Disagree

3

3-Undecided

5

4-Agree

6

5-Strongly Agree

6

Results:

Total Numbers:

Mean (Average):

Standard deviation:

Variance (Standard deviation):

Population Standard deviation:

Variance (Population Standard deviation):

Sixty percent of surveyed students believe that creative writing, as an instructional tool, was the most effective in increasing their English Proficiency. Twenty-five percent of the students surveyed were undecided as to whether or not the creative writing in English course was the most effective tool in improving their English proficiency levels. Another 15% of the students surveyed asserted that creative writing was not the most effective tool in assisting them in gaining proficiency in English. The results of this particular question reflect the idea that creative writing can open up a student's mind in ways that other tools have not. Some students believe that creative writing is not the most beneficial tool in the development of English proficiency. Perhaps these students would benefit more from other instructional tools. The same instructional tools are not always beneficial to all students.

9. If I had a choice I would not take a creative writing in English course?

1-Strongly Disagree

7

2-Disagree

9

3-Undecided

2

4-Agree

1

5-Strongly Agree

1

Results:

Total Numbers:

Mean (Average):

Standard deviation:

Variance (Standard deviation):

Population Standard deviation:

Variance (Population Standard deviation):

The majority of students surveyed reported that given a choice they would take creative writing classes. Eighty percent of the respondents came to this conclusion. Additionally 10% of the respondents were undecided if they would choose to take a creative writing course. Another 10% of the participants asserted that they would not take the course if given the choice. The results of this question assert that the student see the need for such courses and understand that classes are of benefit to them. Naturally some students were undecided about what they would choose and some would not want to take creative courses in English.

10. All Singaporean junior college students should be required to take a creative writing in English course

1-Strongly Disagree

0

2-Disagree

2

3-Undecided

3

4-Agree

9

5-Strongly Agree

6

Results:

Total Numbers:

Mean (Average):

Standard deviation:

Variance (Standard deviation):

Population Standard deviation:

Variance (Population Standard deviation):

A total of 75% of all the participants believe that all students in Junior college should take a creative writing course. Additionally 15% of the survey's participants were undecided as to whether or not junior college students should be required to take creative writing courses. The final 10% of the participants do not believe that students in junior college should not take creative writing courses. Overall it seems that since most of the students have benefitted from taking creative writing programs. These students believe that other students would also benefit from such classes.

11. Singlish is an important aspect of Singaporean culture

1-Strongly Disagree

0

2-Disagree

1

3-Undecided

2

4-Agree

8

5-Strongly Agree

9

Results:

Total Numbers:

Mean (Average):

Standard deviation:

Variance (Standard deviation):

Population Standard deviation:

Variance (Population Standard deviation):

When asked this question on the survey 85% of all of the participants surveyed responded that Singlish is an important part of Singaporean Culture. Another 10% reported being undecided and 5% of those surveyed disagreed with this assumption. This demonstrates that students recognize the influence of Singlish on the Singaporean Culture.

12. I speak Singlish outside of the academic setting when I am amongst my peers

1-Strongly Disagree

1

2-Disagree

1

3-Undecided

0

4-Agree

5

5-Strongly Agree

13

Results:

Total Numbers:

Mean (Average):

Standard deviation:

Variance (Standard deviation):

Population Standard deviation:

Variance (Population Standard deviation):

The answers to this particular survey question reflect the idea that the vast majority of individuals survey (90%) know that they alter the way they speak based on who they are communicating with. Although this is the case, it is also the case that 10% of those surveyed disagreed with this sentiment.

13. The habit of speaking Singlish has sometimes hindered my ability to speak English properly

1-Strongly Disagree

2

2-Disagree

2

3-Undecided

3

4-Agree

6

5-Strongly Agree

7

Results:

Total Numbers:

Mean (Average):

Standard deviation:

Variance (Standard deviation):

Population Standard deviation:

Variance (Population Standard deviation):

Although the majority of those surveyed agreed that speaking Singlish hindered their ability to speak proper English, a significant number of students also reported that they were not hindered by speaking English. Students, who reported not being hindered by the speaking of Spanglish, might believe that theor educational experiences were efficient enough as to mitigate any problems that arose from the speaking of Singlish. As such their ability to speak English was not hindered.

Results for students not taking creative writing in English *N=20

1. Creative writing in English is a course I should have access to?

1-Strongly Disagree

0

2-Disagree

1

3-Undecided

4

4-Agree

2

5-Strongly Agree

13

Results:

Total Numbers:

Mean (Average):

Standard deviation:

Variance (Standard deviation):

Population Standard deviation:

Variance (Population Standard deviation):

The vast majority of individuals responding to this particular question (75%) believe that they should have access to creative writing in English courses. Only 5% of all participants asserted that they disagreed with the idea of having such courses. Another 20% of respondents were undecided concerning their access to such a course.

2. I believe that I am proficient in the reading, writing and speaking of English?

1-Strongly Disagree

1

2-Disagree

5

3-Undecided

4

4-Agree

7

5-Strongly Agree

3

Results:

Total Numbers:

Mean (Average):

Standard deviation:

Variance (Standard deviation):

Population Standard deviation:

Variance (Population Standard deviation):

Half of all the respondents reported that they believed they were proficient in the areas of reading, writing and speaking of English. Another 25% of the respondents asserted that they were undecided about this issue. A remaining 30% of the respondents disagreed with this question. The response to this question reflects the idea that these particular students are only somewhat confident in their English proficiency skills in the aforementioned areas.

3. Occasionally, I feel as though I do not possess the English vocabulary needed to express my thoughts

1-Strongly Disagree

2

2-Disagree

3

3-Undecided

1

4-Agree

8

5-Strongly Agree

6

Results:

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Variance (Standard deviation):

Population Standard deviation:

Variance (Population Standard deviation):

As it pertained to this survey question 70% of the respondents asserted that they occasionally feel they lack the vocabulary needed to express their thoughts. Only one or 5% of the respondents were undecided on this issue and another 20% of respondents disagreed with the idea that their vocabulary was not sufficient.

4. Occasionally, I feel as though I do not possess the comprehension of English needed to express my thoughts

1-Strongly Disagree

2

2-Disagree

4

3-Undecided

2

4-Agree

7

5-Strongly Agree

5

Results:

Total Numbers:

Mean (Average):

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Variance (Standard deviation):

Population Standard deviation:

Variance (Population Standard deviation):

As it pertains to this particular question, the research finds that 60% of respondents believe that their English comprehension skills are not efficient enough to allow them to express what they are feeling. In addition, 30% of all respondents disagree with the idea that their comprehension skills are too low to proper express themselves. Additionally another 10% of the population is undecided as to whether or not they have the proper amount of English comprehension skills to properly express themselves.

5. I do not need a creative writing in English course to increase my English Language proficiency level

1-Strongly Disagree

3

2-Disagree

6

3-Undecided

2

4-Agree

6

5-Strongly Agree

3

Results:

Total Numbers:

Mean (Average):

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Variance (Standard deviation):

Population Standard deviation:

Variance (Population Standard deviation):

Respondents seemed to be quite divided on this issue. Exactly 45% of the respondents agree that they do need a creative writing in English course to increase their English Language proficiency level. On the other hand, 45% disagree with the statement. Another 10% of the respondents are undecided on this issue. The result of this particular question reflect the idea that some students may not be aware of what a creative writing in English course might entail and therefore determining whether they need such a course is difficult. Students that believe they might need such a course may believe that any course in English will improve their English proficiency.

6. Given a choice I would take a creative writing in English course

1-Strongly Disagree

1

2-Disagree

2

3-Undecided

3

4-Agree

6

5-Strongly Agree

8

Results:

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Population Standard deviation:

Variance (Population Standard deviation):

The vast majority (70%) of the students surveyed responded that they would be interested in taking a creative writing in English course. Additionally 15% were undecided as to whether or not they would take a creative writing in English Course. Another 15% indicated that would not take such a course if given the choice. The result of this question illustrate that students are curious about what such a class would offer them in terms of learning the English language.

7. Having the ability to proficiently speak English is critical for my future academic and career development

1-Strongly Disagree

0

2-Disagree

2

3-Undecided

2

4-Agree

6

5-Strongly Agree

10

Results:

Total Numbers:

Mean (Average):

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Variance (Standard deviation):

Population Standard deviation:

Variance (Population Standard deviation):

Nearly all of the students surveyed (80%) believed that English proficiency was essential to both their academic and career success. Additionally 10% of those surveyed disagreed with this assertion while another 10% reported being undecided on the issue. The results of this question demonstrate that most students believe English proficiency to be important to their futures.

8. I currently speak English proficiently as a result of instructional tools that do not include creative writing

1-Strongly Disagree

3

2-Disagree

6

3-Undecided

3

4-Agree

4

5-Strongly Agree

4

Results:

Total Numbers:

Mean (Average):

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Population Standard deviation:

Variance (Population Standard deviation):

The respondents were almost equally divided on this issue as it pertained to agreeing and disagreeing with the question. On one hand, 8 or 40% of all respondents agreed with statement. On the other hand, 9 or 45% of the respondents disagreed with the statement. The remaining 15% of respondents were undecided concerning the issue.

9. The Singaporean education system should not mandate creative writing for English courses in Junior college

1-Strongly Disagree

5

2-Disagree

7

3-Undecided

3

4-Agree

3

5-Strongly Agree

2

Results:

Total Numbers:

Mean (Average):

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Population Standard deviation:

Variance (Population Standard deviation):

The majority of students (60%) disagreed with this statement. Another 15% of respondents were undecided. The remaining 25% agreed that The Singaporean education system should not mandate creative writing for English courses in Junior college.

10. Singlish is an important aspect of Singaporean culture

1-Strongly Disagree

0

2-Disagree

3

3-Undecided

1

4-Agree

6

5-Strongly Agree

10

Results:

Total Numbers:

Mean (Average):

Standard deviation:

Variance (Standard deviation):

Population Standard deviation:

Variance (Population Standard deviation):

In this question associated with the importance of Singlish in Singapore, the majority of students (80%) believed Singlish to be an important aspect of Singaporean culture. Only 3 respondents or 15% disagreed that Singlish was an important aspect of Singaporean culture. In addition 5% of the respondents were undecided about this issue.

11. I speak Singlish outside of the academic setting when I am amongst my peers

1-Strongly Disagree

1

2-Disagree

2

3-Undecided

0

4-Agree

5

5-Strongly Agree

12

Results:

Total Numbers:

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Population Standard deviation:

Variance (Population Standard deviation):

Nearly all or the students surveyed (85%) confirmed that they speak Singlish outside of the academic setting when they are amongst their peers. The remaining 15% of the responded reported that they did not speak Singlish around their friends. None of the respondents were undecided about this issue.

12. The habit of speaking Singlish has sometimes hindered my ability to speak English properly

1-Strongly Disagree

2

2-Disagree

3

3-Undecided

4

4-Agree

5

5-Strongly Agree

6

Results:

Total Numbers:

Mean (Average):

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Variance (Standard deviation):

Population Standard deviation:

Variance (Population Standard deviation):

A slight majority of the students surveyed admit that speaking Singlish decreases their ability to speak proper English. Another 25% disagree with this idea. Still another 20% were undecided as it pertained to whether or not speaking Singlish decreased their ability to speak proper English.

Results for Employees *N=15

1. My employer believes there are benefits associated with creative writing in English

1-Strongly Disagree

0

2-Disagree

1

3-Undecided

2

4-Agree

6

5-Strongly Agree

6

Results:

Total Numbers:

Mean (Average):

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Population Standard deviation:

Variance (Population Standard deviation):

Of the 15 employees who participated in this study 80% asserted that there are employers believed there were benefits associated with creative writing in English in the work place. Additionally an estimated 13% of the participants were undecided concerning this issue. Still less than 1% of employees surveyed responded that employers did not believe that creative writing was of any benefit. Additionally, the result seems to assert that many employers do believe that there are benefits associated with creative writing in English programs. At the very least the employees surveyed believe that their employers believe that creative writing is beneficial. This result demonstrates the possibility that employers are concerned that employees are not as equipped as they should be to handle English speaking customers and clients. As such these employers desire to use creative writing as a way to improve English proficiency amongst employees.

2. Creative writing in English permits me to better carry out my job duties

1-Strongly Disagree

0

2-Disagree

0

3-Undecided

3

4-Agree

8

5-Strongly Agree

4

Results:

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The results of this question assert that creative writing has assisted the majority of participants in carrying out their job duties. In fact 80% of the people surveyed reported that they can better carryout their jobs as a result of creative writing programs that are present in the workplace. Of this 80% an estimated 27% strongly agree that there ability to carry out job duties has improved as a result of creative writing programs in the workforce. None of the participants disagreed with the assertions made by this question and only three respondents were undecided concerning whether or not their ability to carry out their job duties had improved as a result of creative writing. The results of this particular question illustrate the idea that Creative writing in English can bring about added skills and confidence needed to carry put job duties in a more proficient manner. Most of the participants seem to believe that their abilities improved as a result of the creative writing program.

3. My employer encourages writing creatively in English

1-Strongly Disagree

0

2-Disagree

1

3-Undecided

3

4-Agree

6

5-Strongly Agree

5

Results:

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Population Standard deviation:

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Seventy-three percent of the participants for the study asserted that their employers encouraged creative writing in English. Another 20% of those surveyed were undecided as it pertained to whether or not their employer encouraged creative writing in English. Only one of the participants disagreed that their employer encouraged creative writing in English. The results to this question indicate that employers want their employees to be engaged in creative writing in English to the point that they offer employees encouragement in this particular area.

4. I have received a promotion and/or a pay raise because creative writing in English has improve my English Language Proficiency

1-Strongly Disagree

3

2-Disagree

3

3-Undecided

0

4-Agree

6

5-Strongly Agree

3

Results:

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The majority of participants (60%) in the study believe that creative writing in English has assisted them in attaining a pay raise and/or a promotion. Another 40% does not believe that creative writing in English has assisted them in becoming more proficient in English and thus acquiring a pay raise and/or a promotion. It is quite possible that amongst the [participants who have received a pay raise, there has also been a notable increase in their levels of English proficiency. Those that have not received a raise or promotion may have also improved their English proficiency but may have had other factors that prevented them from obtaining a promotion such as poor attendance or they have simply not been on the job long enough. On the other hand, in may be the case that they are not receiving a raise or promotion because they are not as proficient in English as others.

5. All employers should provide employees with incentives for attending programs that encourage creative writing in English

1-Strongly Disagree

2

2-Disagree

3

3-Undecided

0

4-Agree

7

5-Strongly Agree

3

Results:

Total Numbers:

Mean (Average):

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Variance (Standard deviation):

Population Standard deviation:

Variance (Population Standard deviation):

A total of 67% of the participants believe that employees should offer workers incentives as it pertains to creative writing in English programs. In addition 33% of the participants did not believe that employers should offer incentives to employees. The results of this particular question illustrate the idea that offering an incentive would more likely than not encourage employees to participate in creative writing programs. Through the offering of incentives, employees may also be more likely to be fully engaged in an English writing program because they will be more aware of the ways in which such a program is valuable in the eyes of the employer.

6. Continuing my English education in the workforce is important

1-Strongly Disagree

1

2-Disagree

1

3-Undecided

3

4-Agree

5

5-Strongly Agree

5

Results:

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Mean (Average):

Standard deviation:

Variance (Standard deviation):

Population Standard deviation:

Variance (Population Standard deviation):

Most of the participants (67%) believe that creative English writing in the workforce is important. Twenty percent of those participating in this survey asserted that they were undecided as to whether or not creative writing should be continued into the work place. Another 13% of the participants disagreed that continuing English writing in the workforce is important. The results of this survey question indicate that many employees understand the importance of creative writing in English even when it is outside of an academic standing. Those participants that disagreed with the continuing of creative writing in English in the workforce may believe that the place for such a program is in an academic setting. It may also be the case that they feel they learned all they needed to know about creative writing in English when they were in junior college and as such continuing to engage in such a program would be of no benefit.

7. I am able to better accommodate the needs of English Speaking customers/clients as a result of writing creatively in English

1-Strongly Disagree

0

2-Disagree

2

3-Undecided

5

4-Agree

5

5-Strongly Agree

3

Results:

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Mean (Average):

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Variance (Population Standard deviation):

Just over half of the participants (53%) noted that they are now better able to accommodate customers as a result of Creative writing in English. Only 2 participants disagreed with this assertion. On the other hand a total of 33% of participants were undecided as it pertained to this issue. The results associated with this particular question reflect the idea that customers/clients that speak English are better able to communicate with others who also speak English proficiently. The employees may associate the creative writing of English with an increase in their ability to more effectively communicate with customers.

8. In the future more workplaces should have programs designed to encourage creative writing in English

1-Strongly Disagree

1

2-Disagree

1

3-Undecided

2

4-Agree

6

5-Strongly Agree

5

Results:

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Mean (Average):

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Population Standard deviation:

Variance (Population Standard deviation):

Most of the participants surveyed believed that more workplaces in Singapore should have programs that encourage creative writing in English. In fact a total of 73% of the respondents agreed that such programs need to be encouraged. Another 13% of the individuals surveyed asserted that they were undecided as to whether or not such programs should be encouraged. The remaining 13% of respondents disagreed about the encouragement of such programs. The results of this particular question point to the likelihood that the majority of the participants believed that they benefited from participating in such programs. However there were also quite a few participants who were undecided or disagreed with the idea that these programs should be encouraged.

9. Singaporean employers should not have Creative Writing in English Programs

1-Strongly Disagree

6

2-Disagree

7

3-Undecided

0

4-Agree

1

5-Strongly Agree

1

Results:

Total Numbers:

Mean (Average):

Standard deviation:

Variance (Standard deviation):

Population Standard deviation:

Variance (Population Standard deviation):

Most of the employees surveyed disagreed with the assertion that employers should not have creative writing in English programs. In fact, 87% disagreed with this assertion. There were 2 people (13%) surveyed that agreed with not having creative writing programs. This particular finding is consistent with many of the other responses of employees, namely the fact that the majority of employees believe that they benefit from creative writing in English programs.

10. Employees benefit from Creative writing in English

1-Strongly Disagree

1

2-Disagree

2

3-Undecided

3

4-Agree

5

5-Strongly Agree

4

Results:

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Sixty percent of the respondents assert that they benefitted from creative writing in English in the workplace. Another 20% of employees were undecided as to whether or not they benefitted from the creative writing in English. Still another 20% disagreed altogether that they benefitted from participating in Creative Writing in English Classes.

11. Singlish is an important aspect of Singaporean culture

1-Strongly Disagree

0

2-Disagree

0

3-Undecided

2

4-Agree

3

5-Strongly Agree

10

Results:

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Mean (Average):

Standard deviation:

Variance (Standard deviation):

Population Standard deviation:

Variance (Population Standard deviation):

A total of 87% of the employees surveyed reported that Singlish was an important part of Singaporean culture. Of this 87% an estimated 67% strongly agreed that Singlsih was an important part of the culture of Singapore. None of the employees surveyed disagreed with this assertion. This illustrates the idea that cultural norms are pervasive and influence the ways in which people choose to speak.

12. I speak Singlish outside of the workplace setting when I am amongst my peers

1-Strongly Disagree

0

2-Disagree

1

3-Undecided

0

4-Agree

1

5-Strongly Agree

13

Results:

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In responding to this question 93% of the participants admitted that they speak differently when having a conversations outside of the workplace environment. Only one respondent reported that they did not speak Singlish outside of the workplace. This illustrates the point that people often change their speech patterns to fit the standard of who they are communicating with.

13. The habit of speaking Singlish has sometimes hindered my ability to speak English properly

1-Strongly Disagree

0

2-Disagree

1

3-Undecided

1

4-Agree

4

5-Strongly Agree

9

Results:

Total Numbers:

Mean (Average):

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Population Standard deviation:

Variance (Population Standard deviation):

When answering this question, 87% of respondents asserted that speaking Singlish hindered their ability to speak proper English. Of this 87% it is estimated that 60% of those responding strongly agreed with these sentiments. It is obvious from these results that Singlish is an extremely popular and accepted way of thinking in Singapore.

Chapter IV.

Discussion

Overall the research indicates that both students and employees see some benefit in programs aimed toward creative writing in English. Overall the participants gained greater proficiency in English as a result of the programs. This proficiency came in the form of increased levels of vocabulary and understanding of English. In addition the employee group reported an increase in their ability to better accommodate English speaking clients and/or customers. In addition all participants reported feeling encouragement in the area of creative writing in English. The paragraphs to follow will go into more detail in discussing the conclusions drawn by each of the questions found in both surveys. In addition each of the research questions detailed in Chapter I of the dissertation will be discussed in detail. In both instances parallels between the findings of the literature review and the findings of the current studies will be analysed.

Discussion of Results for Students that have taken a creative writing in English course

1. Learning how to speak English has been a challenging experience

Just over half of the students do not believe that learning English was difficult. This is not a surprising finding because these students have been exposed to English for many years. In addition to English being compulsory and enforced from the time they entered school, but the literature review also revealed that English is also the most prominent language spoke in home in Singapore. Additionally the literature review revealed that English is also spoken as the public language as it pertains to religious services and everyday life in Singapore. All these factors would contribute greatly to the finding that most students do not find English to be a difficult language to learn. Nearly a quarter of the students were undecided about this issue. This result may be dependent upon whether or not English was spoken in the home. Even though most Singaporean households do speak English as a main language, there are a percentage of households that still speak another language as the primary language in the home. Another 20% of these students surveyed agreed that the learning of English was difficult. It is unclear as to whether this difficulty refers to speaking English or the technical aspect of the English language which can be difficult to grasp. In either case it is apparent that some students find the learning of English to be difficult but the majority do not.

2. Learning English is important to my future goals in the areas of education and my career path

When asked whether or not English proficiency was essential to career and education advancement, nearly all of the students surveyed responded that such proficiency was necessary for their futures. The results of this question indicates that students understand that English proficiency is important to their ability to advance in the future. The "agree" and "strongly agree" responses to this question is consistent with what young people are taught in Singapore concerning the learning of the English Language. From an early age these students that in order to succeed in school and the workplace, they had to be able to speak English efficiently. In some ways this emphasis on English has decreased the speaking of native languages. Whatever the case, the students recognized that they have to be able to communicate in English at a level that is acceptable.

Even though most of the students did believe that English proficiency is necessary to their future academic and career success, fifteen percent of the respondent felt that is was not important. This does not mean that these particular students are not proficient but simply that they do not believe it to be necessary for their future academic and career development. It is unclear why these students believe this but their reasoning may be associated with the types of careers and academic goals they desire to have in the future. Overall the students express that they understand the essential nature of English proficiency in the society in which they live.

3. Creative writing in English has increased my English vocabulary

The majority of students surveyed believe that Creative writing in English has increased their vocabulary. In fact 45% of students "strongly agreed" that their vocabulary improved as a result of writing creatively. The responses to this survey question reflect the findings in the literature review which assert that creative writing in ESL increases vocabulary. Vocabulary is likely to increase amongst individuals that have taken creative writing courses because they forced out of their comfort zones.

Increases in vocabulary are beneficial because they assist students and people in general in the improvement of both written and verbal communications skills. It is interesting to discover that these students recognize an increase in the amount of vocabulary that they now know. A rise in the amount of vocabulary that a student can use is also associated with an increase in overall English proficiency.

The students that "disagreed or "strongly disagreed" concerning this issue may already have an extensive vocabulary that did not increase as a result of the course. On the other hand, it is also likely that some of the students did not have extensive vocabularies and their vocabularies did not benefit from creative writing in English courses. Not all students respond in the same manner as it pertains to a specific teaching tool.

4. Creative writing in English increased my understanding of the English language?

. More than half of all the students surveyed agreed or strongly agreed that their understanding increased. Comprehension is vitally important as it pertains to the ability to effectively communicate in English. The results of this particular question are promising because the students will have a more successful future as a result of having the ability to comprehend English in a more progressive manner.

There were also three students who were undecided regarding whether or not their understanding of English increased as a result of Creative writing. These students might already have excellent comprehension skills and as such they might not have noticed increases in such skills as a result of taking a creative writing course. It may also be the case that no increase in comprehension skills occurred.

Additionally, a significant number of students believed that their understanding of English did not increase as a result of Creative writing. These results might have occurred because these individuals had a more difficult time expressing themselves through creative writing and as such they did not benefit in the same way that other students did from creative writing.

5. My ability to write in English improved as a result of writing creatively in English

A slight majority of the students surveyed believed that their writing improved as a result of participating in a creative writing course. The responses garnered from this question reflect the idea that most students believe their written communication skills increased as a result of taking a creative writing in English course. The response to this question is also reflective of the two previous questions which found that both vocabulary and understanding of the English language increased as a result of creative writing course. It can therefore be concluded that an increase in vocabulary and an increase in understanding lead to an improvement in the capacity of the students to write English. Another quarter of the respondents stated that they were unsure of whether or not creative writing improved their ability to write in English. An even less significant number of students thought that creative writing did not assist them in improving their English writing skills. Still some students were undecided regarding whether or not their writing had improved as a result of participating in a creative writing.

The ability to write proficiently in English is vitally important in both the academic world and in the workforce. The fact that many students believed that their writing skills improved as a result of taken creative writing in English courses is consistent with the idea that reading and writing in the creative genre can improve the ability of students as it pertains to understanding and writing using complex sentence structure and syntax.

6. My ability to speak English improved as a result of writing English creatively

The results of this question indicate that the majority of the junior college students believe that their ability to speak English improved as a result of creative writing. The results of this question are consistent with the majority of students reporting an increase in vocabulary and the ability to write more efficiently in English. The increases in the ability to write more efficient also affected the ability to speak more proficiently in English. These improvements in oral communications skills can also be attributed to the ability to more thoroughly understand syntax and complex sentence structures. All these factors contribute to an improvement in the ability to speak English proficiently.

7 Instructors encourage students to write creatively?

A significant majority of the students surveyed believe that their instructors encouraged them in creative writing in English. This result is promising because it reflects the idea that the teachers are both engaged and dedicated to the idea that creative writing in English is beneficial to Singaporean students in Junior college. The support of instructors is vitally important because it ensures that students will get the assistance they need to be able to fully exploit the opportunities presented to them through a creative writing in English course.

A total of 20% of the participants reported that they were undecided concerning whether or not their instructors encouraged them. It is difficult to determine why some students did not feel encouraged by instructors. It may be the case that students expected to have a more significant amount of encouragement than they received. It may also be the case that the students did not express the need to be encouraged and therefore the instructors did not encourage them. Only one student participant believed that the instructor did not give them encouragement. Again this lack of encouragement may or may have not been intentional.

8. More than any other teaching tool, creative writing increased my proficiency in English

More than half of the surveyed students believe that creative writing was the most effective in increasing their English Proficiency. The results of this question illustrate the idea that creative writing can influence students in ways that other tools have not. With this understood, students found benefits in creative writing that was not available to them using other tools. Creative writing is powerful in this way because it allows students to observe and study the English language in ways that are completely different from what they have grown accustomed to with more traditional instructional tools.

A significant amount of students also reported that they were undecided concerning whether or not the creative writing in English course was the most effective tool in improving their English proficiency levels. It cannot be determined what other instructional tools that these students may have been exposed to. However it is understood that not everyone benefits from a particular instructional tool in the same manner. As such the idea that some students are undecided concerning the impact of creative writing in English course is understandable and even expected.

The result of the survey also found that 15% of the students surveyed reported that creative writing was not the most effective tool in assisting them in gaining proficiency in English. These students were very definitive as it pertained to the effectiveness of this particular teaching tool. These participants believed that other teaching tools were responsible for their ability to communicate in English proficiently.

9. If I had a choice I would not take a creative writing in English course?

The majority of students surveyed responded that given a choice they would take creative writing classes. The results of this question are consistent with the idea that once exposed to new instructional tools students understand how they can benefit from these tools. As such they would want to experience such a course again.

In addition 10% of the students were undecided concerning whether or not they would choose to take a creative writing course and the final 10% of the participants asserted that they would not take the course if given the choice. It is expect that some students would be undecided or unwilling to take such a course again depending on their experience in the course.

10. All Singaporean junior college students should be required to take a creative writing in English course

Three quarters of all the participants believe that all students in Junior college should take a creative writing course. It is likely that the students feel this way because they understand the benefits that they received from the course and want others to have the same experience. It is very likely that these participants believe that assisting students in achieving greater English proficiency will be beneficial for Singaporean society as a whole.

The survey also found that 15% of the participants were undecided as to whether or not junior college students should be required to take creative writing courses. This indecision may be based on the idea that such classes are not necessarily more beneficial to students than others. These undecided participants may also believe that such things should not be mandated for students. Additionally the last 10% of the participants do not believe that students in junior college should not take creative writing courses. Perhaps these individuals do not believe that the class would be of any benefit to the average student.

11. Singlish is an important aspect of Singaporean culture

When asked this question on the survey the vast majority of the participants surveyed responded that Singlish is an important part of Singaporean Culture. This is consistent with the findings in the literature review which confirm Singlish as a cultural phenomenon. In all actuality Singlish serves the purpose of distinguishing Singaporean English from other types of English. In doing so, Singapore has a unifying language that belongs to the people of the country. Therefore speaking this language is an important aspect of cultural identity. This question also found that 10% of the respondents were undecided and 5% of disagreed with this assumption. These individuals may view Singlish as an inferior language that should not be glorified.

12. I speak Singlish outside of the academic setting when I am amongst my peers

The answers to this particular survey question reflect the idea that the vast majority of individuals surveyed know that they alter the way they speak based on who they are communicating with. Altering speech to fit the audience that an individual is communicating with is a prime example of the Socicultural perspective discussed in the literature review. The students view Singlish as the cultural norm that is completely appropriate to use when speaking with peers. However, they also understand that in the academic setting Singlish is not expected nor is it tolerated

Although this is the case, it is also the case that 10% of those surveyed disagreed with the idea of speaking Singlish outside of the academic setting. These individuals may very well speak Singlish at school or not at all. Many people view Singlish as problematic and a hindrance to good English.

13. The habit of speaking Singlish has sometimes hindered my ability to speak English properly

The majority of those surveyed agreed that speaking Singlish hindered their ability to speak proper English, a significant number of students also reported that they were not hindered by speaking English. Students who report that they were hindered by speaking Singlish probably see the differences that exist between Singlish and Standard Singaporean English. They might also be aware of the fact that it is difficult to break bad habits as it pertains to the acquisition of language. Respondents who reported not being hindered by the speaking of Singlish, might believe that their educational experiences were efficient enough as to mitigate any problems that arose from the speaking of Singlish regularly. It is very possible that some students have a clear idea of what proper English is and how to speak Singlish without abandoning their understanding of standard English.

Survey questions for students not taking creative writing course

1. Creative writing in English is a course I should have access to?

Most of these students believed that they should have access to creative writing in English courses. This reflects a desire to have access to a course that might increase the amount of proficiency that a student has in English. A very small percentage of the respondents reported that they disagreed with the idea of having such courses. There were, however, a significant number of respondents that were undecided concerning their access to such a course. These students may be apprehensive because they are not aware of the types of things that will be learned in the course.

2. I believe that I am proficient in the reading, writing and speaking of English?

Nearly half of all the participants reported that they believed they were proficient in the areas of reading, writing and speaking of English. This number is considerably lower than that of students who participated in creative writing courses. Compared to those students, these students appear to be less confident in their ability to read, write and speak in English proficiently. It is unclear why this lack of confidence exists.

In addition a quarter of the respondents asserted that they were undecided about this issue. This uncertainty may be associated with the lack of appropriate assessment. Some students do not know their English proficiency levels simply because they have npt been accessed. A remaining 30% of the respondents disagreed they were proficient in the reading, writing and speaking of English.

3. Occasionally, I feel as though I do not possess the English vocabulary needed to express my thoughts

A vast majority of the participants asserted that they occasionally feel they lack the vocabulary needed to express their thoughts. This finding illustrates the idea that more conventional instructional tools are inadequate as it pertains to expanding to vocabulary of students. In addition students that had taken a creative writing course were much more likely to report an increase in vocabulary and their ability to express themselves.

A single respondent was undecided on this issue and another 20% of respondents disagreed with the idea that their vocabulary was not sufficient. The respondents that believe they have efficient vocabulary may very well have an extensive vocabulary and they may have been able to ascertain such a vocabulary through a myriad of instructional tools or the simple past time of reading.

4. Occasionally, I feel as though I do not possess the comprehension of English needed to express my thoughts

As it pertains to this particular question, the research found that most of respondents reported that their English comprehension skills are not efficient enough to allow them to express what they are feeling. Comprehension skills are vitally important concerning the ability to express what is being felt. When an individual does not have a true knowledge of the language their ability to construct meaningful thoughts is greatly hindered.

A significant number of students disagree with the notion that their comprehension skills are too low to properly express themselves. It is very likely that these students have significant levels of comprehension and as such they are able to express their thoughts thoroughly and freely. Another 10% of the population is undecided as to whether or not they have the proper amount of English comprehension skills to properly express themselves. In some cases it is difficult to determine the level of comprehension that an individual has, It is likely that some students can express themselves efficiently but they don't always have high comprehension skills.

5. I do not need a creative writing in English course to increase my English Language proficiency level

The number of respondents that agreed and disagreed with this statement were equal. That is, exactly 45% of the respondents agree that they do need a creative writing in English course to increase their English Language proficiency level. In addition, 45% disagree with the statement. Additionally two of the respondents are undecided on this issue. The outcome of this question may be reflective of students' lack of information concerning the different aspects of a creative writing in English course. As such the student might be able to determine what benefits that they might receive from taking such a course. In addition many of these students believe that they are proficient in English and as such they might not feel the need this course.

6. Given a choice I would take a creative writing in English course

Even the students are unaware of exactly what the course entails most of them assert that they would take the course in given the opportunity. In addition, quite a few of the students were undecided or did not express a desire to take a course if given the possibility. It is difficult to determine why these students might feel the way they do but it is obvious that the students are curious about what such a class would offer them in terms of learning the English language. As such the majority of them would complete the course if given the chance.

7. Having the ability to proficiently speak English is critical for my future academic and career development

Nearly all of the students surveyed (80%) believed that English proficiency was essential to both their academic and career success. This outcome is consistent with the assertions made by the other student group. All of the students from both of the groups seem to understand the importance of English proficiency as it pertains to both academic goals and career goals. The research also found that 10% of those surveyed disagreed with this assertion while another 10% reported being undecided on the issue. These students may believe that there are other factors that affect the future of the individual when comes to academic success and career promotion.

8. I currently speak English proficiently as a result of instructional tools that do not include creative writing

This question revealed that respondents were almost equally divided on this issue as it pertained to agreeing and disagreeing with the question. On one hand, 8 or 40% of all respondents agreed with statement. On the other hand, 9 or 45% of the respondents disagreed with the statement. The remaining 15% of respondents were undecided concerning the issue. Overall the people surveyed tended to believe that their ability speak English proficiently was as a result of another instructional tool and not creative writing.

9. The Singaporean education system should not mandate creative writing for English courses in Junior college

The majority of students disagreed concerning this type of mandate. Although it was not an overwhelming majority., it is interesting to note why some might have chosen this answer. Another 15% of respondents were undecided. The remaining 25% agreed that the Singaporean education system should not mandate creative writing for English courses in Junior college. The individuals that agreed that such a mandate should be present, likely believe that such a mandate would enhance the quality of education for students as they move on to higher academic pursuits.

10. Singlish is an important aspect of Singaporean culture

As with the students before them, this group of students also believed Singlish to be an important aspect of Singaporean culture. These staggering statistics are evidence that Singlish is here to stay. In many ways the language seems to serve as the language that unifies the people of the country. In many ways Singlish provided Singaporeans with a substitute for the native languages that are becoming less prevalent. Only 3 respondents or 15% disagreed that Singlish was an important aspect of Singaporean culture. In addition 5% of the respondents were undecided about this issue.

11. I speak Singlish outside of the academic setting when I am amongst my peers

Nearly all or the students surveyed affirmed that they speak Singlish when not in an academic setting when they are amongst their peers. This is evidence that Singaporean young people know that Singlish is not viewed as a language that is acceptable in more formal places. In addition only three of the respondents reported that they did not speak Singlish around their friends. It is likely that some students are taught at a young age not to speak a certain way, while others are allowed to express themselves in ways that may not seem appropriate. Singlish allows Singaporeans to speak in ways that allow them to express what they are feeling in their own way.

12. The habit of speaking Singlish has sometimes hindered my ability to speak English properly

A small majority of the students surveyed admit that speaking Singlish decreases their ability to speak proper English. Because Singlish has variations that are not contained in Standard English many fear that the continued use of Singlish increases the likelihood that Standard English will cease to exist. The researches also found that another quarter of respondents disagree with this assertion. Still another 20% were undecided as it pertained to whether or not speaking Singlish decreased their ability to speak proper English. This outcome points to the need that all people have to belong to a specific group even if there is a possibility that what is being done can be detrimental to the ability of these students to speak English as proficiently as possible.

Survey Questions for Employees

1. My employer believes that there are benefits associated with creative writing in English

A significant majority of the employees who participated in the survey asserted that there are employers believed there were benefits associated with creative writing in English in the work place. This outcome seems to reiterate the idea that employers want to ensure that their employees can speak English proficiently. If this means that tools such as creative writing must be embraced, the employers seem willing to make such a concession.

Additionally a little more than 10% of the participants were undecided concerning this issue. This might mean that the employer did not seem excited about the program or perhaps the employer was preoccupied and the employee could sense this. Still less than 1% of employees surveyed responded that employers did not believe that creative writing was of any benefit. At the very least the employees surveyed believe that their employers believe that creative writing is beneficial. This result also reflects the possibility that employers are concerned that employees are not as equipped as they should be to handle English speaking customers and clients. As such these employers desire to use creative writing as a way to improve English proficiency amongst employees.

2. Creative writing in English permits me to better carry out my job duties

The results of this question assert that creative writing has assisted the majority of participants in carrying out their job duties. In fact nearly everyone surveyed reported that they can better carryout their jobs as a result of creative writing programs that are present in the workplace. This outcome suggests that Creative writing in English increases both communications skills and confidence necessary to carry out job duties in a more proficient manner. The ability to better carryout ones job duties is vataly important because it increases the likelihood that clients/customers will return to the place of business. Additionally workers are more likely to excel in the company as their proficiency in English increases.

The research also found that none of the participants disagreed with the assertions made by this question and only three respondents were undecided concerning whether or not their ability to carry out their job duties had improved as a result of creative writing.

3. My employer encourages writing creatively in English

Most of the participants for the study asserted that their employers encouraged creative writing in English. Employers are encouraging their employees because ultimately they want their profits to be maximized. English proficiency is essential for such maximization because employees are more confident. Confident employees are more productive. Productive employees are prime to sell products and services to clients and customers.

An additional 20% of those surveyed were undecided concerning whether or not their employer encouraged creative writing in English. The reason for this uncertainty may be attributed to the amount of time that the employees spent with the boss while the employee was in the creative writing program. It was also the case that only one of the participants disagreed that their employer encouraged creative writing in English. Overall the results of this particular question indicate that employers are generally enthusiastic about creative writing programs and want to encourage employees in their endeavours to become more proficient in English.

4. I have received a promotion and/or a pay raise because creative writing in English has improve my English Language Proficiency

A slight majority of the participants (60%) believed that creative writing in English has assisted them in attaining a pay raise and/or a promotion. Such raises or promotions amongst the participants might be attributed to the creative writing classes. They may have experienced improvement in their ability to speak English or their written communications skills. Those that did not received a raise or promotion may have also improved their English proficiency but may have had other factors that prevented them from obtaining a promotion or raise. However, 40% of participants do not believe that creative writing in English has assisted them in becoming more proficient in English and thus acquiring a pay raise and/or a promotion. People do not always learn in the same way. So an instructional tool such as creative writing could be extremely beneficial to some people and not beneficial to others.

5. My employer provides employees with incentives for attending programs that encourage creative writing in English

A majority of employees surveyed reported that employees did offer workers incentives as it pertains to creative writing in English programs. Incentives are a useful way of encouraging workers to participate such programs. Incentives benefit both the employee and the employer and can improve productivity. This also establish

The results of this question revealed that a significant number of employees 33% reported that their employers did not offer incentives to employees. The results of this particular question illustrates the idea that employees understand that offering an incentive would be more likely to encourage employees to participate in creative writing programs. Through the offering of incentives, employees may also be more likely to be fully engaged in an English writing program because they will be more aware of the ways in which such a program is valuable in the eyes of the employer.

6. Continuing my English education in the workforce is important

Nearly 70% of the participants agreed that creative English writing in the workforce is important. The results indicate that many employees are aware of the importance of creative writing in English even in the workplace. This is an important factor because many people abandon education all together once they enter the workforce. This is a serious mistake because it is vitally important that workers continue their education for as long as possible. Doing so not only enhances the individual employees, but it also enhances the employer because the employee has a greater amount of competence and this benefits the entire business.

This question also revealed that twenty percent of the participants were undecided as to whether or not creative writing should be continued into the work place. Another 13% of the participants disagreed that continuing English writing in the workforce is important. These participants that disagreed with the continuing of creative writing in English in the workforce may believe that the place for such a program is in an academic setting. It may also be the case that these participants feel they are proficient in English and as such it is not longer a skill that they need to work on.

7. I am able to better accommodate the needs of English Speaking customers/clients as a result of writing creatively in English

A slight majority of those surveyed noted that they are now better able to accommodate customers as a result of Creative writing in English. This reflects the idea that creative writing in English increases English proficiency in terms of increased vocabulary and the overall articulation of what the individual desires to express. This finding is also extremely important because it can be of great benefit to an employer to have employees that can communicate effectively with customers and clients. Ultimately this type of competency is what increases profitability.

8. In the future more workplaces should have programs designed to encourage creative writing in English

The majority of the participants (73%) believed that more workplaces in Singapore should have programs that encourage creative writing in English. The results of this particular question point to the likelihood that the employees believe that they have benefitted from the creative writing program and as such they believe that such programs should be continued. There were also many participants who were undecided or disagreed with the idea that these programs should be encouraged. Additionally just of 10% of respondents were undecided as to whether or not such programs should be encouraged.

9. Singaporean employers should not have Creative Writing in English Programs

The majority of the employees surveyed disagreed with the assertion that employers should not have creative writing in English programs. Evidently those surveyed believe that the creative writing program has improved the way they are able to function. Only 2 of the respondents agreed with not having creative writing programs. In addition this finding is consistent with many of the other responses of employees and students which reflect that the creative writing had a positive effect on improving English proficiency.

10. Employees benefit from Creative writing in English

The majority of the respondents asserted that the program was of benefit to them. Again this is consistent with the other findings that employees were better able to carry out their job duties, their English proficiency in English improved, and overall their confidence levels improved as a result of the course. Another 20% of employees were undecided as to whether or not they benefitted from the creative writing in English. Still another 20% disagreed altogether that they benefitted from participating in Creative Writing in English Classes. The findings concerning those who were "undecided" or disagreed" with the question reflect the fact that not all people benefit from the same types of instructional tools.

11. Singlish is an important aspect of Singaporean culture

Nearly 90% of the respondents asserted that Singlish is an important part of Singaporean culture. The finding indicates that this form of English is embraced by the people of Singapore. This finding was also consistent with the findings of both student groups, who also acknowledge the importance of Singlish to Singapore's culture. The response to this particular question across all groups reflects the power of culture norms.

12. I speak Singlish outside of the workplace setting when I am amongst my peers

A significant majority of the employees surveyed reported that they spoke Singlish outside of the workplace setting when I amongst peers. This is consistent with the findings of both student groups. It is also telling that only one of the employees surveyed disagreed with this assertion. This illustrates the idea that cultural norms are pervasive and influence the ways in which people choose to speak. This again is consistent with the sociocultural perspective presented by Hawkins (2004)

13. The habit of speaking Singlish has sometimes hindered my ability to speak English properly

Responses to this question indicate that, 87% of respondents believed that speaking Singlish hindered their ability to speak proper English. Of this 87% it is estimated that 60% of those responding strongly agreed with concept. This finding is interesting and also consistent with the findings present the other groups surveyed. In each instance the individuals surveyed are fully aware of the fact that speaking Singlish impedes upon their ability to speak proper English but they continue to speak English. This again speaks to the power of cultural norms.

Research Questions

1. In what ways is creative writing necessary as an aspect of learning English?

Creative Writing appears to be an instructional tool that encourages students to express their thoughts and feelings in ways that other instructional tools do not. In doing so creative writing encourage the use of new vocabulary and a new thought process that gives the English Language learner the ability to better grasp the subtle nuances of English. The literature review indicates that other forms of instruction involving listening and speaking, simply encourages the English language learner to mimic what is heard. Although some of listening and speaking instruction is necessary as it relates to learning how to pronounce words in English, if this is the only tool utilized the learner may not develop a holistic understanding of the language. Because of the manner in which traditional instructional tools operate and the growing need for people in General and Singaporeans in particular to be proficient in languages other than their native languages, Creative writing in English serves the purpose of ensuring the students are given as many tools as necessary to become proficient in English. At the junior college level English language proficiency is of particular importance because many students will soon go on the university. At the collegiate level English proficiency becomes more necessary, as grading policies become more stringent and students who lack English proficiency skill will suffer greatly. With this in mind creative writing in English serves as a dynamic tool for assisting students in gaining English proficiency. The literature review confirms that both comprehension and composition in English are enhanced through creative writing. In addition, Singaporean students who wish to attend university in Great Britain or the United States must be able to write proficiently to gain admittance to school and to maintain their grades once they are admitted.

In addition to students creative writing in English is also important as it relates to the workforce. Although many people may not understand the need for workforce education as it pertains to English, employers and business owners in Singapore understand that the ability of their employees to speak English efficiently can open doors that can not be opened in other ways. When employees speak English proficiently clients/customers feel more comfortable because they know that what they are communicating and what is being communicated back to tem is clearly and fully understood. Such effective communication is of particular importance as it pertains to investors.

As it relates to customers in general and English speaking customers in particular workforce education focused on creative writing in the English Language is important because it increases the ability to communicate. When customers are able to efficiently communicate with the staff the likelihood that they will purchase a product or service increases greatly. Additionally many of the customers/clients will become loyal customers because they know that they will be able to communicate with the staff and receive the products and services that they need.

Overall, the research indicates that creative writing is important to learning the English language because it increases vocabulary and the overall ability of the learner to comprehend and properly articulate their feelings through English. Creative writing is a tool that can maximize the benefits associated with the use of other English Language Learning tools because it allows the learner to think both critically and independently, allowing them to take some ownership over the language that they are learning.

2. Do students who write creatively in Junior college become more proficient in English than do students who don't engage in creative writing?

Yes. The results of the surveys indicate that the students who took a creative writing in English course were more likely to report that they were proficient more in English as a result of haven taken a creative writing course. Students who took a creative writing course were also more likely to report an increase in vocabulary and an improved ability to write English proficiently. In addition students who did not take creative writing in English course were less likely to report being proficient in English. Overall creative writing seemed to enhance both vocabulary and comprehension which increases proficiency.

3. How do people feel about the use of Singlish and how might Singlish affect their ability to speak proper English.

Nearly all of the individuals surveyed reported that speaking Singlish is a part of the culture of Singapore. The surveys seem to reflect the idea that the speaking of Singlish is just as much an aspect of Singaporean culture as the food or the holidays that Singaporeans celebrate. This finding is consistent with the literature review, particularly as it pertains to young Singaporeans who have spoken English their entire lives. This is also consistent with the variations that English undergoes when it moves from one place to another. In Singapore this differentiation is even more pronounced because of the root differences between English and the traditionally spoken languages of the Region.

Most participants in the surveys also reported that they speak Singlish when they are outside academic and work settings. This finding is consistent with the idea of Hawkins (2004) as it pertained to sociocultural perspective in language. Hawkin's (2004) explained that people tend to speak differently depending on their audience. Based on the findings of the survey it appears that in academic settings and in the workplace the participants believed that they were supposed to speak Proper English. However, outside of the workplace and academic settings, they could speak however they desired to speak.

Nearly half of all the participants reported that the habit of speaking Singlish has interfered with their ability to speak English properly. This finding is quite interesting because even though these individuals knew that their ability to become more proficient in English was being impeded upon by speaking Singlish, they continued to speak Singlish, this points to strong cultural forces. It also illustrates the idea that cultural norms are powerful and important to people even when others may view them as being detrimental.

4. Do employees who are engaged in Creative writing programs see the benefits of such programs?

The employees surveyed tended to display a great deal of confidence in the English speaking and overall communication skills in English. The research demonstrates that the vast majority of the employees surveyed believed that participating in such course allowed them to see career advancement and promotions. The employees surveyed seem confident that they now have the capacity to better accommodate English speaking clients/customers. This is important because customers/clients are more likely to return to a business that effectively communicates and delivers their needs and expectations.

5. Are communication skills positively affected by creative writing in English for both students and employees?

Yes. Both students and employees reported that they were able to speak English more proficiently as a result of creative writing in English classes in junior college or creative writing in English programs in the workplace. In the case of students that believe that English proficiency would be essential to their future academic goals and their careers. The majority of the students also reported that if given a choice they would choose to take a creative writing in English class again. Overall the students tend to have a great deal of appreciation for the classes and believed such courses will assist them as they move forward in life. Additionally, employees believed that their ability to speak English more proficiently allowed them to communicate with clients/customers more effectively.

Chapter V. Conclusions

The purpose of this study was to investigate the ways in which creative writing can be a productive tool in the sphere of English Language acquisition. The research indicates that amongst student and employee participants in creative writing in English classes or programs, this instructional tool proved beneficial in the development a vocabulary, comprehension skills and the ability to speak in English proficiently. In addition student participants that had not taken the creative writing course seemed unsure as to whether or not these courses would be of benefit to them. However, they also seemed curious and reported that they would take such a course if given the opportunity.

Employees who took the survey also seemed to benefit a great deal from the creative writing programs. A significant number of the employees revealed they received promotions or raises as a result of improving their English language proficiency. The study also found that the majority of the employees believed that they were better able to respond to the needs of customers as a result of participating in the creative writing program. It is evident that the employees were more confident as they carried out their job duties and as such they were better able to assist students.

The research contained in the literature review demonstrated the ways in which creative writing differs from other tools that are utilized to assist students in gaining English proficiency. The literature review demonstrative that creative writing as an instructional tool because it allows students to step outside of their comfort zones. That is creative writing in English tends to be different from conventional forms of language learning because it allow students not only to find their own voices but also to express or articulate issues that may have been difficult for them to express when using other instructional tools.

In addition the research focused on the ways in which more refined communications skills are needed in the workplace and the importance of such skills. Additionally the study conducted will demonstrate the ways in which junior college students and workers who are part of Creative Writing English programs have been impacted by these programs. A total of 55 people were surveyed for the purposes of this study. Most of these individuals had positive views of the courses and reported some increase in English proficiency (speech, writing and comprehension). The participants also reported that they understood the importance of English language proficiency in achieving their academic and career goals.

Overall one of the most surprising and interesting issues that arose was concerning the use of Singlish. To some extent the fact that the people of Singapore have developed a form of English that is unique to them is not unique or surprising. People all over the world who speak English have developed their own dialects. However, the literature review asserted that the speaking of Singlish is problematic because it undermines the speaking of proper English; this is particularly true in the academic setting. The research indicates that although schools have discouraged the speaking of Singlish, students still engage in this speech at school. The literature review also discussed the sociocultural perspective of language and the speaking of Singlish tends to tie into this theory which asserts that people alter their language based on who their audience is. A significant number of the people surveyed admitted that they spoke Singlish amongst their friends but not in school. Additionally the majority to students also admitted that they knew speaking Singlish interfered with their ability to speak "good English."

Chapter VI

Recommendations

In the future more research needs to be conducted on the impact of creative writing in English on students. There are serious gaps in the research which is unfortunate because the small amount of information found expresses that there are positive outcomes associated with this particular instructional tool.

As it relates to Singapore and creative writing in English in Junior College and the workforce, the research indicates that both groups could definitely benefit from creating writing in English programs. According to survey results it appears that those individuals that took the class seem enthusiastic out the outcomes that were realized. In addition the student who had not take a creative writing in English class were still curious about them and responded that they would take such a class if ever given the opportunity. With these things understood it is also recommended that schools and the workforce make a more concerted effort to determine the types of instructional tools that might be useful for learners, such as creative writing, and establish courses in school and in the workforce that allow people to increase English proficiency.

Lastly it is recommended that the country do more to curve the speaking if Singlish. The language should not be shunned; it is, after all, a significant aspect of Singaporean culture. However leadership must make a more concerted effort to prevent young people from speaking this language in school. Singapore must make more of an effort to ensure that the people of the country are speaking Singapore Standard English more frequently than they are speaking Singlish.

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