Post-secondary vocational education and training institutions such as MCAST, have contributed to the growth of the higher education sector. One of the reasons why students opt for vocational education, rather than a more academic path, is that they have not obtained the required qualifications to study at university level, one of these qualifications being English Language at Ordinary or Intermediate Level. Having weaker language skills might prove a challenge or a barrier to students’ performance in their vocational studies. This is particularly relevant in the Maltese context where students are expected to communicate adequately in the two official languages, Maltese and English. Maltese remains the mother language of the overwhelming majority of the population, yet English is predominantly used when it comes to lecturing, course notes, textbooks, research and assessment (Sciriha & Vassallo, 2001; Sciriha & Vassallo, 2006; European Commission, 2012). Thus, students who do not have a sufficient level of skills in the language, may be at a disadvantage. The objective of the present research is to discover whether there is any correlation between MCAST students’ level of ability in the English language and their performance in vocational subjects. An understanding is sought of how language skills can enhance and contribute positively towards the acquisition of technical knowledge, skills and competences of students in a Vocational Education and Training (VET) college setting. Grounded theory methodology is adopted as it lends itself well to a constructivist stance and due to its rigorous and systemic approach to data collection and analysis. Semi-structured interviews were conducted to probe into students’ perspectives on the importance of the English language and its influence on their academic achievement. A parsimonious model is presented following a process of constant comparison and analysis.
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