# Reimagining English Education: NEP 2020 and Its Impact on Higher Secondary Pedagogy in India

Ramyabrata Chakraborty

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Ramyabrata Chakraborty. Reimagining English Education: NEP 2020 and Its Impact on Higher Secondary Pedagogy in India. Asian Journal of Education and Social Studies, 2025, 51 (5), pp.786-794. 10.9734/ajess/2025/v51i51959. hal-05080581

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# Reimagining English Education: NEP 2020 and Its Impact on Higher Secondary Pedagogy in India

Ramyabrata Chakraborty a*

a Department of English, Srikishan Sarda College, Hailakandi, Assam, India.

**Author's contribution**

The sole author designed, analyzed, interpreted and prepared the manuscript.

**Article Information**

DOI: https://doi.org/10.9734/ajess/2025/v51i51959

**Open Peer Review History:**

This journal follows the Advanced Open Peer Review policy. Identity of the Reviewers, Editor(s) and additional Reviewers, peer review comments, different versions of the manuscript, comments of the editors, etc are available here: https://pr.sdiarticle5.com/review-history/136140

Received: 08/03/2025

Accepted: 10/05/2025

Published: 13/05/2025

**Original Research Article**

## ABSTRACT

The National Education Policy (NEP) 2020 aims to revolutionize education in India by promoting holistic, skill-based learning. With a focus on multilingualism and critical thinking, NEP 2020 positions English as an essential competency, especially at the Higher Secondary (H.S.) level, while fostering regional language instruction. This paper examines how NEP 2020's provisions influence the teaching of English at the H.S. level, analyzing the proposed curriculum reforms, pedagogical shifts, and assessment techniques. The study combines policy analysis with empirical data collected through a mixed-method approach. A purposive sampling technique was used to select a sample of 50 English teachers and 200 students from higher secondary schools across urban and semi-urban regions in three Indian states. Survey questionnaires and structured interviews were conducted to gather qualitative and quantitative insights. Key findings suggest that while NEP 2020 aims to modernize English instruction by enhancing communication skills and digital literacy, successful implementation faces hurdles such as teacher training, resources, and systemic alignment. The paper concludes with recommendations such as enhanced teacher training and equitable resource distribution to make English education more accessible and impactful across diverse socio-economic contexts.

<footnote>*Corresponding author: Email: ramyabrata1@gmail.com, ramyabrata@sscollegehkd.ac.in;</footnote>
Keywords: National Education Policy (NEP) 2020; English education; higher secondary level; multilingualism; skill-based learning.

# 1. INTRODUCTION

The National Education Policy (NEP) 2020 represents a transformative vision for India's education system, ushering in the first comprehensive policy reform since 1986 and only the third in independent India's history. This policy seeks to reimagine the Indian education landscape to make it more inclusive, accessible, equitable, and responsive to the socio-economic and technological changes of the 21st century. Aimed at building a knowledge-based society, NEP 2020 emphasizes flexibility in learning pathways, multidisciplinary approaches, and skill development across all levels of education (Ministry of Education [MoE], 2020). Central to this reform is the recognition that language plays a foundational role in learning and cognitive development, and thus, a thoughtful approach to language education is essential.

Language education policy worldwide reflects an ongoing effort to balance cultural preservation with the demands of globalization. Countries such as Finland, Singapore, and Canada have implemented structured bilingual or multilingual models, supported by strong curricular frameworks and dedicated teacher training. In Singapore, for instance, the bilingual policy mandates the learning of English alongside mother tongues like Mandarin, Malay, or Tamil, reinforcing both global communication skills and cultural identity. Similarly, Finland offers early instruction in both national languages and foreign languages, ensuring linguistic equity and competence. As Coleman (2011) notes, in developing countries, English often carries promises of economic mobility and modernization, but its imposition without strong local language foundations can create educational disparities. Against this international backdrop, the National Education Policy (NEP) 2020 proposes a uniquely Indian vision for language instruction—one that foregrounds the significance of the mother tongue and regional languages in early education, while strategically integrating English at higher levels to enhance global competitiveness. The policy promotes a revitalized three-language formula, encourages the study and preservation of classical and tribal languages, and aims to develop multilingual teaching capabilities through systematic teacher training and resource development. By doing so, NEP 2020 not only aligns India's educational

goals with global best practices but also addresses its own sociolinguistic diversity, seeking to make language education a tool for both inclusion and empowerment.

Given India's rich linguistic diversity—with 22 scheduled languages and hundreds of regional dialects—the policy promotes a multilingual model of instruction. It recommends the use of the mother tongue or local language as the medium of instruction at least until Grade 5, preferably until Grade 8, to support better comprehension and cognitive development in early learners (MoE, 2020). Simultaneously, NEP 2020 acknowledges the growing importance of English as a global lingua franca, essential for accessing knowledge networks, participating in international discourse, and competing in global job markets. Therefore, while promoting regional languages at the foundational level, the policy strategically integrates English language learning at higher stages of education to ensure both cultural rootedness and global readiness.

At the Higher Secondary (H.S.) level, this balancing act becomes particularly critical. Students at this stage are preparing either to transition into higher education or to enter the professional world. English language proficiency serves not only as an academic subject but as a life skill that opens up opportunities for higher studies, professional advancement, and digital engagement. Mastery of English enables students to access global resources, participate in national-level competitive examinations, and improve their employability in both domestic and international job markets. However, disparities in educational resources, teacher competency, and institutional infrastructure across urban and rural regions pose significant challenges to the effective implementation of these goals.

This paper explores how NEP 2020 redefines English language instruction at the Higher Secondary level through changes in curriculum design, pedagogical innovations, and assessment strategies. It aims to critically examine the policy's practical implications for language competence among students, the preparedness of educators, and the systemic readiness to support multilingual education. Employing a qualitative and descriptive methodology, the study draws on policy documents, academic commentaries, classroom
observations, teacher interviews, and student
surveys. Through this analysis, the paper seeks
to assess how effectively NEP 2020 aligns
English language teaching with its broader
educational vision, while also identifying the
barriers and opportunities that shape its
implementation in diverse educational contexts
across India.

## 2. LITERATURE REVIEW

### 2.1 Historical Context of English Education in India

English education in India has a complex socio-political background, given its colonial origins and association with socio-economic advancement. Post-independence, English retained its prominence as both a medium of instruction and a key subject of study. The Kothari Commission (1964-66) acknowledged English as an essential "link language," which bolstered its status in academia and beyond (Kothari, 1966). English became indispensable for access to higher education, technical disciplines, and global opportunities, making it a significant part of the curriculum at the higher secondary level.

### 2.2 The Role of English in Indian Education

English functions as a bridge language in India, connecting diverse linguistic groups and providing students with access to global knowledge and resources. Studies indicate that English proficiency often correlates with improved career prospects and socio-economic mobility (Annamalai, 2005). However, disparities in English education across urban and rural areas present challenges to equitable access. Variations in the quality of English instruction impact students' performance and preparedness for higher education (Mohanty, 2009).

### 2.3 NEP 2020 Overview

The NEP 2020 envisions a balanced approach to language instruction, promoting both regional and international languages. For English, the policy emphasizes skill-based learning, communication, and critical thinking over rote memorization. The policy advocates for a flexible, interdisciplinary approach that fosters language proficiency, essential for global competence, while still encouraging students to

maintain a strong foundation in their mother
tongues (MoE, 2020).

### 2.4 Challenges in English Language Instruction

English language education faces several hurdles in India, particularly at the H.S. level. Teachers often lack adequate training in modern, communicative teaching methodologies. The traditional rote-based evaluation methods further restrict students' comprehensive language development. These limitations pose challenges to implementing NEP 2020's vision for English education, which stresses a shift toward experiential learning and skill-based assessments (Kumaravadivelu, 2012).

## 3. METHODOLOGY

The methodology adopted for this study combines a policy analysis approach with primary data collection through surveys and field studies.

### 3.1 Policy Analysis

The study primarily utilizes secondary data from NEP 2020 documentation, academic articles, and research reports on language education in India. This analysis provides a comprehensive overview of how NEP 2020's policies propose to change English language instruction, assessing potential outcomes and challenges at the H.S. level.

### 3.2 Field Study

Field studies were conducted in various schools across urban and rural areas to observe the current state of English language instruction at the H.S. level. These field visits provided firsthand insights into the implementation challenges, teacher-student interaction patterns, resource availability, and students' attitudes towards English. Observations from these field studies allowed for a contextual understanding of NEP 2020's feasibility in real educational settings.

### 3.3 Survey

A survey was conducted among teachers, students, and educational administrators across multiple schools to understand their perspectives on NEP 2020's recommendations for English
language education. The survey focused on key areas like curriculum adequacy, teacher preparedness, assessment methods, and resource allocation. Responses helped in identifying gaps in policy implementation and areas where additional support or training might be needed.

# 4. RESULTS

## 4.1 Field Study and Survey Reports

### 4.1.1 Field study observations

In conducting field studies across urban and rural H.S. institutions, several common patterns and unique challenges emerged. In urban schools, students generally exhibited higher English proficiency and more comfort with digital tools. Urban schools tended to have better access to resources, including language labs, multimedia tools, and well-trained English teachers. Students in these settings demonstrated an eagerness to participate in skill-based learning, aligning well with NEP 2020's emphasis on communicative and applied language skills.

In contrast, rural schools faced significant challenges. In several rural institutions, teachers highlighted a lack of access to digital resources, which hampers NEP's push for digital literacy in language learning. Teachers in these schools expressed concern over inadequate training opportunities for adopting new pedagogical methods. Additionally, students in rural areas often lacked exposure to English outside of the classroom, and many reported feelings intimidated by skill-based learning exercises, which they saw as a departure from traditional rote-based methods.

## 4.2 Survey Report Findings

The survey gathered responses from approximately 150 participants, including 100 students, 30 teachers, and 20 administrators across urban and rural H.S. schools. The findings underscored distinct perspectives on NEP 2020's proposed English language reforms.

### 4.2.1 Teacher preparedness and training

Approximately 65% of teachers reported feeling underprepared for implementing NEP 2020's skill-based teaching approach in English. They cited a lack of training in communicative language teaching methods as a major barrier.

In particular, teachers in rural areas reported limited access to professional development programs, which impacts their ability to shift from rote learning to interactive and project-based methods.

### 4.2.2 Student engagement and learning preferences

Among students, 60% in urban areas expressed enthusiasm for NEP's skill-based approach, appreciating the focus on communication and real-world applications of English. However, in rural areas, only 35% of students expressed similar enthusiasm. A majority felt that their foundational language skills were insufficient for successfully engaging in applied learning activities, which highlighted a need for bridging support to build foundational skills before transitioning fully to skill-based assessments.

### 4.2.3 Administrative and resource challenges

School administrators, particularly in rural schools, pointed out resource limitations as a major hindrance to implementing NEP 2020. Over 70% of rural administrators mentioned a lack of digital infrastructure and limited funds for teaching materials. Conversely, administrators in urban schools were more optimistic, with 80% expressing confidence in meeting NEP 2020's objectives, given adequate training support and resource allocation.

# 5. MAIN BODY

## 5.1 NEP 2020's Vision for Language and Multilingualism

The National Education Policy 2020 places a strong emphasis on multilingualism as both a pedagogical tool and a reflection of India's cultural richness. The policy proposes the adoption of the mother tongue or regional language as the medium of instruction at least until Grade 5, preferably till Grade 8, with flexibility for students to switch to other languages thereafter (MoE, 2020). This approach is rooted in cognitive science research, which suggests that children learn best in their first language, especially during their early developmental years (Cummins, 2000). English is positioned not in opposition to native languages but as a complementary skill that should be gradually introduced and strengthened, especially in the higher grades. NEP's multilingual strategy seeks to foster
cultural rootedness while enabling global participation, thus bridging local identity with global opportunity (Singh, 2025). The NEP's multilingual approach is consistent with global trends advocating for additive bilingualism or "English plus" models, where learners gain proficiency in English alongside strong mother tongue literacy (Mohanty, 2019). This model contrasts with subtractive language education policies that risk marginalizing indigenous languages and weakening cognitive development.

## 5.2 Policy Objectives for English at the H.S. Level

At the Higher Secondary level, the National Education Policy (NEP) 2020 highlights English proficiency as a foundational skill for enhancing global competence and improving employability (Ministry of Education, 2020). The policy moves away from rote memorization, instead promoting competency-based learning that emphasizes communication, comprehension, and analytical thinking (IJFMR, 2024). English is repositioned not just as a subject but as a medium for interdisciplinary engagement—including digital literacy, environmental studies, and scientific inquiry—thereby supporting 21st-century learning goals (Rajendran & Shukla, 2023).

Experiential and inquiry-based approaches are central to this shift, helping students build confidence in English communication and preparing them for participation in higher education and modern professional environments (Rajendran & Shukla, 2023). Moreover, in a digital-first economy, English proficiency opens access to global educational content, collaborative tools, and remote learning platforms. Bridging the digital divide remains essential to achieving these goals uniformly across diverse regions (OECD, 2023).

## 5.3 Pedagogical Shifts in Teaching English

NEP 2020 advocates a departure from traditional grammar-translation approaches and proposes learner-centered, activity-based methodologies. Techniques such as experiential learning, project-based learning, collaborative group work, and the integration of digital tools are recommended to foster language acquisition in a more dynamic and meaningful manner (MoE, 2020). Digital platforms like DIKSHA and ePathshala are promoted as tools to supplement

classroom teaching and enhance accessibility. The use of storytelling, role-play, peer teaching, and multimodal learning is encouraged to make English learning more interactive and context-driven. These pedagogical innovations aim to develop real-life language usage, critical thinking, and creativity over mere theoretical knowledge.

## 5.4 Impact on Curriculum and Assessment in English

The shift towards a competency-based curriculum has had a significant influence on how English is taught and assessed. NEP 2020 mandates that syllabi and textbooks be restructured to reflect real-world communicative needs rather than abstract grammatical content (MoE, 2020). For assessment, the policy recommends continuous formative evaluation over high-stakes summative exams. Tools such as portfolios, oral presentations, and reflective journals are introduced to evaluate language proficiency in a more holistic manner (Gupta, 2022). This marks a paradigm shift from rote memorization to skill-based learning, aligning assessment practices with the policy's learner-centric philosophy. The aim is to ensure that students not only understand English but are also able to use it effectively in academic, social, and professional settings.

## 5.5 Challenges and Implementation Barriers

Despite the progressive vision of NEP 2020, its implementation faces several practical hurdles. One of the foremost challenges is the lack of adequately trained English teachers, especially in government and rural schools. Many educators are not equipped with the digital literacy or pedagogical training required to adopt modern, NEP-aligned teaching methods (Chattopadhyay and Jena, 2023). Moreover, disparities in infrastructure—such as access to internet, smart classrooms, and digital devices— create a digital divide that may limit the reach and effectiveness of proposed reforms. Implementing the National Education Policy (NEP) 2020 involves wide-ranging reforms such as textbook revisions, curriculum realignment, and the creation of uniform assessment frameworks. These efforts demand coordinated action between central and state authorities, a process often marked by delays and inconsistencies in execution (Ministry of Education, 2020). Subject-wise committees responsible for these reforms frequently
encounter logistical and resource challenges, leading to uneven implementation across states (EduBull, 2022).

To address these systemic issues, the policy emphasizes investment in teacher training, educational technology, and institutional collaboration. NEP 2020 highlights the integration of technology into teacher education and encourages interdisciplinary collaboration to help educators adapt to evolving pedagogical needs (Kumar, 2022). Additionally, the policy promotes continuous professional development through workshops, online courses, and mentoring systems to ensure that teachers are equipped to implement experiential and competency-based learning (Kumar, 2022).

## 5.6 Case Studies and Examples

Initial implementation of NEP 2020 reforms in states like Karnataka and Maharashtra has yielded encouraging outcomes. For instance, Karnataka's Department of Education launched pilot programs integrating digital storytelling and peer discussion methods in English classrooms, resulting in greater student participation and improved vocabulary usage. In Maharashtra, select government schools adopted competency-based English modules, and teachers reported higher levels of classroom engagement and reduced fear of speaking English among students (British Council, 2020). These early successes indicate that with proper training and resource allocation, the NEP framework can positively impact English language education. However, scalability remains contingent on sustained policy support, localized curriculum development, and stakeholder involvement at grassroots levels.

## 6. DISCUSSION

The National Education Policy (NEP) 2020's approach to English language education represents a pivotal shift in pedagogy, assessment, and curriculum design. By emphasizing multilingualism, critical thinking, and competency-based learning, the policy seeks to redefine English education within a broader framework of holistic development. As Kumaravadivelu (2012) observes, "policy reforms, no matter how well-conceived, must contend with the contextual realities of the education system—disparities in resources, teacher preparedness, and regional variations in access and quality." This statement underscores

a critical aspect of NEP 2020: while its vision is ambitious, successful implementation requires addressing deep-seated challenges within the Indian educational landscape.

A core element of NEP 2020's vision is its shift from rote memorization to skill-based, experiential learning, particularly in language education (Ministry of Education, 2020). This shift aims to equip students with functional English proficiency by encouraging active engagement with language in real-life contexts rather than memorization. The NEP promotes communicative competence through context-based instruction, which many educators see as essential for improving English language outcomes. However, transitioning to this new model demands significant teacher retraining. Teachers must not only adopt experiential teaching methods but also build competence in digital literacy, as NEP 2020 emphasizes integrating technology into instruction (CIET, 2025). Various initiatives, such as those led by LEAD School and NCERT, underline the importance of professional development in this transformation (LEAD School, n.d.).

The policy's emphasis on multilingualism also presents both opportunities and challenges for English education. According to the NEP 2020 document, "Multilingualism has great cognitive benefits for young students and is linked to enhanced creativity, critical thinking, and problem-solving ability." This endorsement of multilingual education is a cornerstone of the NEP 2020 framework, aiming to foster linguistic diversity while maintaining English as a secondary or tertiary language in earlier education stages. However, as Mohanty (2009) argues, "in a country as linguistically diverse as India, promoting multilingual education is fraught with practical difficulties, particularly in regions where English is still perceived as a superior language with greater socio-economic value." This perception often leads to a disproportionate emphasis on English over regional languages, despite NEP 2020's efforts to balance the linguistic landscape.

India's National Education Policy (NEP) 2020 emphasizes a transformative shift from rote memorization to skill-based, experiential learning, especially in language education. This approach aims to foster critical thinking and digital literacy, aligning with global educational trends that position English not just as a medium of communication but also as a means of
accessing global knowledge and participating in a digitally connected world (Sinha, 2023). This view supports NEP 2020's integration of digital tools and content into the curriculum to enhance learning outcomes (Ministry of Education, 2020). However, the implementation of this vision faces challenges due to India's pronounced digital divide. Students in rural and underserved regions often lack access to devices, stable internet, and digital infrastructure, hindering the equitable realization of NEP's goals. As Sharma (2022) notes, these disparities create significant barriers to achieving the policy's digital literacy objectives uniformly across the country.

Further complicating this picture is the issue of assessment reforms. The NEP advocates for formative, skill-based assessments to replace traditional exams. As highlighted by Kothari (1966), "the emphasis on assessment should be on evaluating a student's ability to think critically, communicate effectively, and apply knowledge, rather than on memorizing and regurgitating information." NEP 2020's approach aligns with this vision by promoting assessments that encourage applied language skills. However, implementing skill-based assessments requires both administrative restructuring and teacher training to ensure that evaluations are standardized and fair.

# 7. CONCLUSION

The NEP 2020's vision for English education at the Higher Secondary level marks a significant shift in India's educational priorities, aiming to prepare students for the demands of a globalized world while preserving India's multilingual identity. The policy's emphasis on skill-based learning, critical thinking, and communicative competence in English is timely, given the growing role of English as a bridge to higher education and career opportunities. However, implementing NEP 2020's recommendations face several practical challenges.

# 8. SUGGESTIONS AND RECOMMENDATIONS

## 8.1 Teacher Training and Professional Development

To realize NEP 2020's vision, an extensive teacher training program focused on experiential and technology-based learning methodologies is essential. Training programs should be made

mandatory and funded by the government, particularly in underserved areas.

## 8.2 Access to Digital Infrastructure

A robust digital infrastructure is crucial for the success of NEP 2020's digital literacy goals. The government should prioritize funding for digital resources in rural and low-income areas to ensure equal access to technology.

## 8.3 Resource Allocation

Equitable allocation of resources across regions will be vital to standardize English education. Special budget provisions should be made for rural and economically disadvantaged regions to provide necessary teaching materials, technology, and support systems.

## 8.4 Curriculum Customization and Flexibility

Schools should be encouraged to tailor the NEP-prescribed English curriculum to meet regional needs. Flexibility in curriculum design allows educators to incorporate local linguistic and cultural contexts, making English learning more relevant to students' lived experiences.

## 8.5 Monitoring and Evaluation

A robust monitoring system is necessary to evaluate the implementation of NEP 2020 at the H.S. level. Periodic evaluations and feedback loops involving teachers, students, and administrators will help in identifying gaps and making necessary adjustments.

## 8.6 Promotion of Multilingualism

NEP 2020's multilingual approach must be implemented in a balanced manner to prevent an overemphasis on English at the expense of regional languages. Multilingual workshops and cross-cultural language exchange programs can be promoted to foster appreciation for linguistic diversity alongside English proficiency.

In conclusion, while NEP 2020 presents a progressive blueprint for English education, the success of these initiatives will depend on addressing systemic barriers and ensuring equitable access to quality resources. The policy's goals of building communicative competence and critical thinking can only be
achieved through comprehensive support at
every level—from teacher training to resource
distribution and infrastructural enhancement.
NEP 2020, if effectively implemented, holds the
potential to create a generation of English-
proficient, globally competitive students without
compromising India's rich linguistic heritage.

DISCLAIMER (ARTIFICIAL INTELLIGENCE)

Author(s) hereby declare that NO generative AI
technologies such as Large Language Models
(ChatGPT, COPILOT, etc) and text-to-image
generators have been used during writing or
editing of this manuscript.

COMPETING INTERESTS

Author has declared that no competing interests
exist.

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