English Language and Literature Teachers, Postsecondary

Teach courses in English language and literature, including linguistics and comparative literature. Includes both teachers primarily engaged in teaching and those who do a combination of teaching and research.

The automation risk for "English Language and Literature Teachers, Postsecondary" is assessed at 44.7%, which is slightly below the base risk of 45.5%. This moderate risk level reflects the dual nature of the profession: while many teaching tasks are routine and structured, a significant portion relies heavily on creativity, scholarly expertise, and human interaction. Tasks like preparing lecture materials, grading assignments, and delivering instruction can be partially standardized or supported by current educational technologies, such as automated grading tools, online learning platforms, and AI-driven writing assessments. Consequently, the most automatable tasks in this occupation include teaching writing or communication classes, evaluating and grading students' work, and preparing course materials like syllabi and handouts. Advancements in edtech and natural language processing promise further streamlining of these processes. However, not all facets of the profession are equally susceptible to automation. The most resistant tasks in this role underscore the continued importance of expert judgment, scholarly contribution, and network building. These include providing professional consulting services to government or industry, reviewing manuscripts for publication in academic journals, and writing grant proposals to secure external research funding. Such responsibilities demand not only deep subject matter expertise but also originality, critical thinking, and nuanced communication—skills that current AI systems and automation tools are less equipped to replicate at a high level. The human aspects of mentorship, intellectual guidance, and professional networking also remain deeply embedded in these resistant tasks. Bottleneck skills for the occupation are centered on originality, with associated levels of 3.3% and 3.8%. These relatively low automation scores indicate that tasks requiring creative problem-solving, innovative thinking, and the generation of new ideas pose significant barriers to effective automation. In English Language and Literature, originality is crucial for scholarly research, curriculum development, and engaging teaching. As such, while automation may continue to assist with administrative and routine pedagogical duties, the creative and consultative dimensions of the profession ensure that human educators remain indispensable in shaping the field’s intellectual landscape and advancing its societal contributions.