As early as 1861, the University of Calcutta adopted a resolution that all University Examinations should be conducted in English, thus propelling all schools to introduce English as a subject (Alam 1998). Since then, the importance of English language has continuously been growing in India. In a country as culturally and linguistically diverse as India, English is seen as a connecting thread. For Indians, English symbolizes better education and better culture. It opens the door to greater job mobility and economic success. To cater to the ever increasing demand for English, a number of “English Medium” schools have sprung up all over the country. However, a closer look at them reveals that the quality of English being taught in these schools does not meet the required standards. While the students are exposed to the language at a very basic level, little or nothing is done to ensure that they can use the language practically. They lack the ability to use the language for effective communication. Disparity in the quality of English Language taught in schools increases the existing divide between the English Language-rich and English Language-poor students (Meganathan 2011). By the time the latter reach higher classes, they find themselves at a lifelong disadvantage vis-à-vis their English-speaking counterparts.

English Studies Journal, English Communication, Increased Demand, English Learning, ICT-Proficient Students, Challenges, English Language Teaching, Twenty-First Century, Indian Perspective.