English Language Teaching in India: An Overview

Abstract

The utilitarian aspects in the Indian society make people acquire English as a second language (L2). This acquisition happens mainly in the classrooms, and serious attention is needed to identify the manner in which language learning takes place in the classroom environment.  In a country with a linguistic tapestry as diverse as India, English Language Teaching (ELT) holds a significant position. This research article offers a comprehensive overview of the evolution, current practices, and challenges of ELT in India. With the onset of British colonialism, English was introduced as a tool for administrative convenience and later became a language of empowerment. Post-independence, English has transformed into a global lingua franca, and its proficiency is now viewed as a catalyst for socio-economic mobility. The historical context and examination of the changing roles and perceptions of English from the colonial era to the present day have been dealt in the first section of the article. It also emphasises the communicative and learner-centric approaches. The vast diversity of the Indian populace, coupled with regional languages and varying levels of exposure to English, create a complex landscape for ELT. Disparities in the quality of education between urban and rural areas, resource constraints, and the sometimes-conflicting role of English with regards to cultural identity are discussed. The paper posits that a multi-faceted approach, integrating culturally relevant pedagogies, leveraging technology, and fostering collaboration among stakeholders, is imperative for the holistic development of ELT in India. The research article tries to identify the different ways in which English language teaching progresses in India. It also aims to contribute to the body of knowledge and provide insights for policymakers, educators, and learners.