Why English Language Teaching (ELT) needs to be recognised as a distinct academic field for UGC NET

 The need for English Language Teaching (ELT) to be recognised as a distinct academic field for UGC NET

“Are you taking the UGC-NET?” I asked a young man who had completed his Master’s in English Language Teaching (ELT) a year ago.

“I’m not sure I can crack it,” he said hesitantly. “The subject I’ve specialised in — English Language Teaching (ELT) — isn’t even on the list of prescribed subjects. So, I’m forced to choose something related, like English Literature. It’s not just me; many of my classmates who specialised in ELT have chosen not to take the exam at all...”

The UGC National Eligibility Test (NET) determines candidates’ eligibility for Junior Research Fellowships (JRF) and Assistant Professorships by assessing their knowledge in a specific subject. According to the National Testing Agency, the June 2025 session will include 85 subjects, yet ELT remains excluded.

When the UGC-NET was introduced in 1989, ELT was not well-established in India and was, therefore, not included. However, according to S. Mohanraj, retired professor from EFLU, Professor Tharu of the Central Institute of English and Foreign Languages (CIEFL), Hyderabad, recognised the importance of the field and advocated for its inclusion even at that time.

Candidates for the exam are expected to select a subject based on their postgraduate specialisation. Since ELT is not on the list, many ELT graduates are compelled to opt for English Literature, which focuses heavily on literary content and literary theory, making it a poor match for ELT specialists.

Traditionally, English teachers at the tertiary level held qualifications in English Literature. Consequently, instruction in General English and other language-based courses often lacked grounding in second language acquisition and pedagogy. However, some educators pursued additional qualifications in ELT and gained expertise in language teaching methods. Over time, the academic landscape evolved and Master’s programmes that once focused solely on literature began to incorporate language components.

Eventually, dedicated Master’s programmes in ELT were introduced that trained students in second language acquisition, teaching methodologies, English for Specific Purposes (ESP), technology-assisted learning, and applied linguistics, making graduates more suited to teach English language skills than literature graduates. ELT has now gained significant traction in India and universities increasingly offer programmes at postgraduate and doctoral levels, and student enrolment is steadily rising. Yet, ELT remains absent from the UGC-NET subject list, 35 years after the exam’s inception.