India has a lively film, music, and cuisine culture, and its multilingual soul can be sensed anywhere, whether on a walk through a metropolitan city or in a district village's local panchayat. Most Indian classrooms are multilingual ecosystems as well, and pupils are frequently taught in a common language rather than their native or first language.

This is both a problem to solve and an opportunity to investigate linguistic diversity. The education system/s, as well as educators, can help teachers do this more effectively by improving their English language skills and allowing them to adopt multilingual ways.

NEP 2022 is a plan for the year 2022.

'All languages will be taught to all pupils with excellent quality,' declares the National Education Policy 2020, highlighting the 'power of language.'

Students require access to appropriate language models, opportunities to listen to and use the language for conversation, and, most importantly, timely feedback on their progress in order to learn a language effectively.

This puts the onus on the teachers to create a supportive environment for this process. Because of India's multilingual environment and the well-established benefits of the English language, teachers' English language ability must be improved.

Teachers must be confident and proficient in their own use of the language in order to properly teach English. As one of the many languages that pupils learn at school, any professional development activity should focus on strengthening teachers' personal language ability as well as teaching pedagogical abilities.


Furthermore, teachers require training in areas such as managing big classrooms, teaching online and remotely, and competency-based assessment, all of which are crucial in the aftermath of the epidemic.


In a typical lesson, greeting students, verifying answers, and assigning homework are all processes that take place in the classroom. Students grow accustomed with the English exponent utilised when the same collection of words is used at several phases of a class, which boosts their confidence.

'Look at the board,' for example, is a straightforward command that necessitates action. The teacher can easily tell if the student comprehended the instruction based on their reaction. This is a simple, straightforward beginning point for a teacher with limited language skills.

Teachers will be able to notice improvement while also offering optimal learning chances for their pupils by focusing language development on the phrases and exponents needed in the classroom.


Social media networks allow users to communicate with peers in a genuine and real-life setting, which can be beneficial when learning English.

They are good starting places for conversation outside of the classroom due to their informal nature. They have a worldwide appeal.


Teachers who become language learners themselves are more compassionate to their students because they have firsthand experience with the challenges, frustrations, and exhilaration that linguistic proficiency may bring.

Furthermore, they exemplify linguistic variety at its finest: the study and practise of multiple languages in order to create a vibrant multicultural atmosphere. Using the material creatively and implementing activities to promote student enthusiasm, such as celebrating 'mother tongue day,' are examples of practical applications.

As a result, students get a greater understanding of their own cultural history while also becoming more confident communicators.