graduate student
This study examines English language curricula for grades 1–8 and 9–12 developed by India’s National Council of Educational Research and Training (NCERT). The researchB.L. Vul'fson, and I.A. Tagunova. The study employs theoretical analysis of scientific literature and regulatory documents, as well as methods of synthesis and comparison. The source base includes research by Indian educators, official documents and statements from India’s Ministry of Education, works by international scholars and education specialists, and publications in academic journals. The study characterizes the essence of English language curricula in Indian schools and identifies their key features. It outlines the hierarchical structure of India’s education system and describes the goals and objectives of NCERT. Each curriculum includes objectives, material resources, lesson topics, skill development goals, knowledge assessment methods, and pedagogical approaches. The distinctive features of English language instruction in India include: preparation for practical everyday use of English in an intercultural context, development of critical thinking and the ability to express personal opin-ions, and preparation for higher education. All state-developed educational programs are advisory in nature and remain relatively general, allowing schools and teachers to structure their instruction in more detail based on these frameworks. Additionally, the National Curriculum Framework (NCF), published in 2023, provides guiding principles for English language instruction and defines the scope of its content.
curriculum, syllabus, English language instruction, India, education policy.
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