Research in English Language Learning in India | Original Article

ABSTRACT:

In India, English language instruction is extensive and complicated. During the present and previous decades, research in schools and higher education reflects perceived reality and idealism, and it justifies addressing the requirements of the new century. Language policy and the role and place of English language in education, multilingualism in school education, language curriculum design, materials in English language teaching, methods and processes of English language teaching, and how English language classrooms operate in various Indian contexts are all covered in this review of research. Research on different literacy development and language skills, English language teaching at the university level and English for specific purposes, particularly English for Engineering education, use of ICT in English language teaching, language teacher professional development, and teaching young learners are also reviewed to see how research has progressed over the last decade. To fulfil the needs of higher education and the job market, there is a desire for a change to communication-oriented procedures such as communicative methods and task-based language instruction, especially at the graduate level. Research also reveals the limitations of English language education in terms of the English language environment in the classroom, instructors, and resources, resulting in a wide range of inequalities in English language delivery in the classroom. In conclusion, study results support the implementation of a linguistic strategy that is both harmonic and cognitively sound. The study results suggest a policy that asks for an engaging curriculum and resources that encourage learner contact with the English language and learner-learner interaction in the classroom. This should be accomplished with the help of ongoing teacher professional development and learner-friendly assessment.