Deconstructing Language Classrooms: A Study of Digital Learning in the Indian Context.

The need for technology in classrooms, particularly language classrooms, was envisaged way back in the 1970s, and ever since there has been attempts to blend socio-constructivist theories of language learning using a technological interface. The last decade witnessed an unprecedented digital penetration across the world, resulting in demand for agility in approach and outcome-driven curriculum. This led to revisions in classroom pedagogy, pedagogic principles, and the concept of classroom itself. Digital revolution in India coincided with economic liberalization and attempted to update the curriculum to achieve global standards. In fact, in the urban quarters of the nation, the classrooms have been growing smarter with learners having access to worldwide information network and teachers acting more as facilitators than sources of information. However, the needs and readiness of learners are as diverse as the vast socio-geography of the nation. This paper probes into the diverse learning contexts of India and analyzes the technological intervention in the language classrooms. Discussing the manifold challenges to be overcome at every level, the paper surveys the effectiveness of Technology-Enhanced Language Learning (TELL) in the Indian context and studies its future scope in transforming the education system. [ABSTRACT FROM AUTHOR]