Recasting Methodologies in English Language Classrooms: Teachers’ Roles and Challenges in the Context of NEP 2020

Abstract

Introduction of the National Education Policy 2020 ( NEP 2020) is a remarkable EVENT IN THE FIELD of Indian education with its special focus on multilingualism and all-round development of the learners. As a result , role of English language teachers at government schools is undergoing profound changes. Attempt has been made here to assess how this policy is reimagining English language pedagogy and reshaping the responsibilities, expectations, and challenges of government school teachers. Drawing upon qualitative documentary analysis of policy documents, scholarly literature, and recent field reports, the paper examines the pedagogical shifts proposed under NEP 2020 and their implications for classroom practice, teacher training, assessment strategies, and learner engagement. The discussion critically engages with the evolving teacher identity—from knowledge transmitter to facilitator, mentor, and reflective practitioner. The paper concludes by highlighting the urgent need for systemic support, capacity building, and a contextualized understanding of the NEP’s vision to realize meaningful pedagogical reform in English language teaching (ELT).