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Abstract
Expansion of access to education in India, and the resultant increase of students in schools, are greatly impacting English language teaching in India. Traditionally, the focus of teaching and testing has been on reading and writing. The emphasis on speaking and listening skills are driven by societal demand and an evaluation program. Students’ desire to learn English as a second or first language rather than a foreign language is shown by the dramatic growth of English medium schools. Continuous and Comprehensive Evaluation program, an assessment model that is sweeping the country, includes features that entail teaching speaking and listening skills. However, the demand for a re-focusing of skills is not supported by changes in curriculum, pedagogy or teacher education. In a society where English proficiency guarantees economic and social upward mobility, much greater investment in research that informs policy and practice is necessary but does not seem to be forthcoming.
Published Version
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