ENGLISH FOR SPECIFIC PURPOSES (ESP) AND INCLUSIVITY IN THE BUILT ENVIRONMENT

Students in Nigeria‟s built environment programs often struggle to master the specialized vocabulary and professional discourse required for effective communication in their disciplines. This study investigated how English for Specific Purposes (ESP) instruction enhanced inclusivity and professional competence among students in the built environment. Anchored on Halliday‟s Systemic Functional Grammar, the study examined linguistic needs, pedagogical innovations, and curriculum design strategies tailored to discipline specific communication. A qualitative interpretivist design, supported by descriptive statistics, was adopted. Data were collected from 112 undergraduate Architecture students at Imo State Polytechnic, Orlu, Imo State, through preand post-tests, authentic assessments, and focus group interviews. It followed a 12-week ESP intervention that integrated task-based learning, bilingual scaffolding, and technology enhanced instruction. Findings revealed significant improvement in students‟ technical vocabulary, report writing, and oral communication, with mean performance increasing from 51.6% to 82.4% (p < 0.001). The reduction in performance disparity further indicated improved inclusivity among linguistically diverse learners. The study demonstrated that SFG-based ESP instruction fostered equitable learning, learner confidence, and professional readiness. It recommended the institutional adoption of inclusive, technology-driven ESP curricula in Nigerian tertiary institutions to strengthen disciplinary communication and bridge language inequalities.