Multilingual Realities and ELT Reform: The Case of Government Schools in Imphal East, Manipur
| Authors |
| Laimayum Joyshree Devi & Sujeta Beishamayum |
| Date of Publication: December, 2024 |
| Volume: XXIII, No.- XXVI |
| Abstract |
| This study explores the challenges and opportunities in English Language Teaching (ELT) in government schools of Imphal East, Manipur, integrating theoretical and policy perspectives. Drawing on constructivist, socio-cultural, and behaviorist learning theories, the research examines how these paradigms manifest in classroom practices. National education policies such as the NEP 2020 and NCF 2005 are analyzed, particularly regarding the tension between mothertongue instruction and English medium objectives. Using a mixed-methods approach (surveys, classroom observations, and policy analysis), the study reveals that while students generally have a positive attitude towards English, they often lack oral proficiency and confidence. Teaching practices remain largely teachercentered and drill-based (behavioristic), which neglects communicative competence and learners’ cognitive engagement. The study recommends a shift toward constructivist and socio-cultural methods, improved teacher training, and locally adapted multilingual policies. Context-specific recommendations include enhanced use of technology for interactive learning, bilingual resource development, and community-based language support. This research contributes to a deeper understanding of ELT in Manipur’s government schools and offers actionable strategies for policymakers and educators. |
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