Pedagogical Barriers and Strategic Mediations in English Language Training at Engineering Colleges in Hyderabad: A Diagnostic Inquiry
Abstract
In the contemporary knowledge-driven economy, English has transcended its status as a mere second language to become an essential medium of global communication, particularly in science and technology domains. Engineering graduates are expected to demonstrate not only technical proficiency but also competent communication skills in English to meet international industry standards. However, in the engineering colleges of Hyderabad—a rapidly evolving educational hub in India—English language instruction often fails to achieve its intended outcomes due to a confluence of pedagogical, curricular, and institutional challenges. This study examines the multifaceted barriers hindering effective English language teaching in these institutions, incorporating perspectives from both educators and learners. Utilizing a mixed-methods approach that triangulates qualitative interviews with quantitative survey data, the study identifies the principal issues and proposes evidence-based pedagogical and policy remedies. The findings advocate for a reconfiguration of English language curricula, the integration of ICT-enabled learning strategies, and the enhancement of faculty training programs. The research aims to contribute to the broader discourse on English for Specific Purposes (ESP), particularly in STEM education within multilingual contexts.
Keywords
English Language Teaching (ELT), Engineering Education, Hyderabad, ESP, Pedagogical Challenges, Curriculum Innovation, Multilingual Classrooms, Teacher Training, ICT in ELT