LANGUAGE PLANNING AND ITS EFFECTS ON POSTFOUNDATION STUDENTS’ PROFICIENCY IN INCLUSIVE VOCATIONAL TRAINING ENVIRONMENT

The aim of this study is to examine language planning and its potential impact on students’ learning experiences in Omani vocational colleges that support inclusive learning environment in the context of English as Medium of Instruction (EMI). In particular, it focuses on the barriers to learning that Salalah Vocational College post foundation students experience when faced with studying technical English or English for vocational purpose (EVP). Data were gathered using a three-part questionnaire. The Statistical Package for Social Science (SPSS) was utilized for the statistical analysis, and a descriptive analysis was used to analyze the data. Based on quantitative data collected, post foundation students’ opinion in Salalah Vocational College about EMI and EVP is negative. The study reveals that inadequate English language skills are a significant hindrance to understanding course content and acquiring marketable skills. Students prefer to learn in Arabic due to practical reasons, which calls for reconsideration of language planning policies in vocational institutions. Using the native language as the medium of instruction can help students understand the concepts and skills needed to prepare them for the labor market. By overcoming linguistic barriers, the scope for integrating a group of individuals with special needs becomes open. It also becomes conceivable to discuss inclusive education at vocational colleges. Such adjustments would more effectively enable the desired national growth.