This edited volume examines contemporary developments in English language teaching through contributions from leading scholars with extensive experience in language education, curriculum development, teacher education, and educational research. Addressing both foundational and emerging concerns, the book explores multilingualism, curriculum and syllabus design, language awareness, teaching materials, English for Specific Purposes, affective dimensions of learning, teacher education, critical language awareness, classroom research, continuing professional development, and teacher identity.
The chapters combine conceptual discussions with classroom-based insights, demonstrating how theory can inform pedagogical practice across diverse educational contexts. While the volume is situated within the realities of English language education in India, it also engages with international debates, making it relevant to readers working in multilingual and global settings. Collectively, the chapters foreground teachers as reflective practitioners, researchers, and curriculum developers who actively shape language education.
The book will be valuable to teacher educators, pre-service and in-service English language teachers, researchers, postgraduate students, curriculum developers, and policymakers in the fields of English language teaching, applied linguistics, teacher education, and language education. It is suitable as a reference text for teacher education programmes, postgraduate courses, and researchers interested in contemporary perspectives on English language teaching and professional development.