(By Aryavart International University, India)
Praveena Marupakula
Vol. 17, Issue 1, Jan-Jun 2024
Abstract:
Stephen Krashen (1981, 1982) distinguishes two ways of language proficiency: conscious learning and subconscious acquisition. Learning involves deliberate study and instruction, while acquisition happens naturally, similar to how children pick up their first language. This paper explores English Language Teaching (ELT) in India, focusing on its historical development, theoretical underpinnings, and the shift from traditional learning methods to approaches encouraging natural acquisition. The colonial introduction of English, shaped by the East India Company and formalised through Macaulay's Minute (1835) and Wood's Despatch (1854), positioned English as a language of administration, opportunity, and social mobility. Post-independence educational reforms, including the Kothari Commission (1964–66), NEP 1986, and NEP 2020, highlighted learner-centred strategies, activity-based teaching, and integration with regional languages. The study shows that exposure to reading, listening, and speaking in meaningful contexts supports natural language development, moving beyond rote memorisation. Emphasising acquisition-focused pedagogy can improve communicative competence, reduce linguistic barriers, and align English education in India with global standards.