ISSN: 2226-6348
Open access
This conceptual paper examines the language demands placed on pre-service teachers in Malaysia, with a particular focus on employers’ perspectives regarding English proficiency. As English continues to function as a lingua franca in Malaysian educational institutions, the ability of future teachers to communicate effectively in professional settings is paramount. Drawing upon theories of communicative competence, workplace literacy, and language socialisation, the paper identifies key challenges faced by pre-service teachers, including limited vocabulary, grammatical inaccuracies, and a lack of confidence in oral communication. Employers highlight these issues as barriers to professional performance and employability. The paper proposes strategic curriculum enhancements that embed workplace-relevant language use into teacher education programmes and suggests policy interventions to ensure better alignment between institutional language preparation and real-world professional expectations. The discussion contributes to the ongoing discourse on English language needs in teacher education, offering practical insights for curriculum designers, teacher educators, and policymakers.
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