English Teacher not as Authority but as a Skill and Culture Facilitator – A Study

Abstract

Purpose: This paper considers the changing role of English teachers in India, who are no longer seen as the source of authority but as people who help to develop skills and cultural exchange. It examines how English language teaching (ELT) can be reformatory through a learner-centred approach, communicative competence, and cultural representation to support a wide range of learners. Methodology: This study adopts a conceptual and theoretical approach that synthesises the available literature, classroom practices, and principles of educational psychology. The analysis draws on behaviourist and cognitive theories, functional and communicative language teaching models, and recent developments in technology-assisted learning (TAL).
Findings: The review shows that the Indian ELT traditionally utilises teacher-centred approaches, but the increasing importance of learner autonomy and cultural inclusivity requires a change in the learning method. Facilitators can support critical thinking, intercultural competence, and digital literacy, and no longer focus on a limited set of LSRW (Listening, Speaking, Reading, Writing) skills. Conclusion: ELT roles change through three ongoing processes: teacher development, incorporation of local culture into the curriculum, and responses to new technology. Empirical studies on the effects of facilitative teaching on the outcomes of learners in multilingual and multicultural classrooms should be examined in the future. Future Research Directions: Future research can be conducted on the impact of task-based and technology-based pedagogy on communicative competence and the impact of cultural representation on the motivation of learners in different contexts of Indian education.