Article examines how English influences professional identity and career opportunities in vocational colleges, suggesting its essential role.
Ask any student in a technical college why they are studying English, and many will shrug. It is a required subject, they will say — something they must pass, not something they need. This article challenges that assumption. Drawing on research in applied linguistics and the author's experience in vocational education contexts, it argues that English is not a peripheral requirement in technical education but a genuinely indispensable professional tool. The article explores how English shapes career opportunities, access to knowledge, and professional identity for graduates of technical institutions, and offers practical perspectives for educators working in these settings.
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Mirsodiqov Lazizbek (2026) studied this question.
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