Navigating the Pedagogical Shift: English as a Skill, Not a Subject in Higher Education and Standardized English Language Exams in Haryana

Abstract

This research paper aims to explore the pedagogical implications of teaching English as a skill rather than as a subject, particularly focusing on its subsequent impact on higher education and standardized testing within the context of Haryana, India. Through a series of case studies, we investigate how traditional methods of rote learning and memorization-based language instruction contribute to comprehension barriers in exams such as the IELTS and PTE. This paper underscores the need for a pedagogical shift, advocating for skill-based English education to improve linguistic competence and academic outcomes.