THE IMPACT OF ENGLISH AS A SECOND LANGUAGE ON INDIAN ACADEMIC WRITING: A LINGUISTIC PERSPECTIVE

In India, abstract English holds a special and complicated place as the main language of higher education, a lingua franca, and a second language. English is the primary language used in academic settings for research publications, conference presentations, and information sharing. However, learning academic writing rules might be difficult for Indian scholars, especially those for whom English is not their first language. With an emphasis on grammar, syntax, stylistic conventions, and code-switching, this paper examines the linguistic and stylistic difficulties encountered by Indian academics while utilizing English as a second language (ESL). The paper examines common problems such tense shifts, improper use of articles and prepositions, repetition, literal translations from regional languages, and the predominance of "Indianisms," drawing on ideas of World Englishes and earlier research on ESL writing. These difficulties are not just grammatical; they are also influenced by institutional practices, sociolinguistic variables, and cultural viewpoints on the representation of information. The study also looks at the connections between these language barriers and more general academic issues including plagiarism, citation styles, and publication hurdles in foreign journals. This study makes the case for the creation of writing centers, academic writing support systems, and focused ESL instruction for researchers and students in Indian universities by using an analytical and descriptive methodology. The results show that although Indian academic English has unique characteristics, it needs to be more closely aligned with international standards in order to be recognized by scholars worldwide. The study concludes by highlighting how important it is for India to improve its ESL academic writing abilities in order to integrate into the international academic community.