Abstract
This empirical study analyses the role played by Indian National Curriculum Framework and its instructional materials in imparting English language as in relevance with the academic achievement and career development of Indian engineering learners. This endeavour has been studied with an impartial assessment of ESL (English as a Second Language) proficiency among Indian engineering students, encompassing those from both regional and English-medium educational backgrounds. The study used random sampling method to identify 150 mechanical engineering students as its target papulation. It tested the English language proficiency of engineering students from both regional and English medium school backgrounds separately and compared the frequency and mean values of the results. The observations from the tests results (IELTS practice tests – Band Score) showed that students who were educated in an English-speaking environment fare somewhat better than their peers educated in a regional medium background. The outcome and findings from the result opines that ESL teaching and learning among students in regional medium schools in India has not attained its zenith. It is below par excellence when compared with English medium schools. This is owing to a curricular structure that does not appear to be suitable for India’s diverse classrooms (Indian heterogeneous classrooms). Therefore, the researchers proposed a curriculum which is flexible, impartial, and capable of supporting all sorts of students’ educational needs by pairing with English language skills.
Keywords: Career Development, Curriculum Development, ESL Proficiency, Heterogeneous Classroom, Indian Engineering Students.