English occupies a central position in Indian higher education as a language of instruction, academic discourse, and global communication. Despite its importance, the teaching and learning of English as a Second Language (ESL) in Indian universities and colleges face numerous challenges. These challenges arise from linguistic diversity, socio-economic disparities, inadequate pedagogical practices, examination-oriented systems, and varying levels of student proficiency. This research paper examines the major challenges encountered in teaching English as a Second Language in Indian higher education institutions. It highlights learner-related, teacher-related, curricular, and institutional constraints that hinder effective language acquisition. Drawing upon classroom observations, existing scholarly studies, and practical teaching experiences, the paper suggests learner-centred and communicative pedagogical strategies to enhance ESL instruction. The study concludes that a context-sensitive and skill-oriented approach is essential to address these challenges and to promote meaningful English language learning in Indian higher education.
Dr. Priyanka Rani (Thu,) studied this question.