Email this article The system of professional training of foreign language teachers in Indian universities: risks and problems of functioning
- Authors: Belovetskaya L.E.1
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Affiliations:
- Severodonetsk Technological Institute (branch) of Vladimir Dahl Lugansk State University
- Issue: No 5 (2025)
- Pages: 175 - 183
- Section: METHODOLOGY AND TECHNOLOGY OF PROFESSIONAL EDUCATION
- URL: https://medbiosci.ru/1609-624X/article/view/359788
- DOI: https://doi.org/10.23951/1609-624X-2025-5-175-183
- ID: 359788
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Abstract
This article analyzes the fundamental legislative proposals and programs implemented to enhance the qualifications of English language teachers in India. The aim of the article is to examine the structure, characteristics, elements, components, features, and principles of the foreign language teacher training system in India. The study employs a systematic analysis method. Based on the analysis of regulatory frameworks and educational policies, the main directions of reforms are identified, including the standardization of training programs, professional development of teachers, the integration of modern technologies, and international collaboration. Particular attention is given to the National Education Policy (NEP) 2020, the Right to Education Act (RTE) 2009, as well as the activities of the National Council for Teacher Education (NCTE) and the National Council of Educational Research and Training (NCERT), State Council of Educational Research and Training (SCERT). The components of the foreign language teacher training system include the goal-oriented, value-based, regulatory, organizationalprocedural, content-based, evaluative-resultative, and conceptual aspects. The article provides an analysis of the current shortcomings of the foreign language education system in India. The risks and challenges associated with the functioning of the foreign language education system in India are described. It is concluded that the training of foreign language teachers in India holds profound significance, extending beyond narrow professional training to encompass aspects of cognition, intercultural interaction, personal development, and social progress. Key factors determining the importance of high-quality training for future foreign language teachers in India are identified: the «social lift» factor, the globalization factor, and the factor of striving for a normative variety of English. In conclusion, it is noted that India’s educational language policy aims to strike a balance between preserving cultural heritage, supporting multilingualism, and preparing citizens to participate in a globalized world.
About the authors
Lina Eduardovna Belovetskaya
Severodonetsk Technological Institute (branch) of Vladimir Dahl Lugansk State University
Author for correspondence.
Email: linabelovetskaia@yandex.ru
Severodonetsk, Lugansk People’s Republic, Russian Federation
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