A Critical Examination of India's Language Policy in English Language Teaching

Abstract

The field of English Language Teaching (ELT) in India boasts a rich history spanning more than two centuries, yet the persistent struggle of our students with the language raises a perplexing enigma. This paper embarks on aninferentialmethod, aiming to unravel the intricacies of this issue. Its primary focus is a critical examination of our language policy in education, seeking to pinpoint the core of the problem.Taking a perceptive approach, the paper contends that despite the outward appearance of trilingualism, our revered language policy is inherently monolingual. It sheds light on the paradox where, in reality, English holds the position of a mere 'subject' within the curriculum rather than being recognized as a true 'language.' This revelation prompts a profound questioning of the standards set forth by the policy and the efficacy of their intended outcomes.Delving deeper into the crux of the matter, the paper challenges the prevailing norms and perceptions surrounding English education in India