The Indian ELT picture
Continuous Comprehensive Evaluation (CCE) was made mandatory in all CBSE schools in 2009 to ensure a diagnostic focus on learning. Teachers unequipped for the prescribed corrective action, however, impair the implementation of CCE. This problem is correlated with the professional development of elementary and secondary teachers through learner-centric ‘pedagogies that develop reflective teachers with adequate skills’ (NCF, 2005, p.25), and ‘improved curriculum and materials’(NCFTE, 2009, p.6).Teacher education for CCE in Communicative Language Teaching (CLT) requires ‘critically engaging with theory’ to ‘bring practice within its perspective’ (NCFTE, 2009, p.9). The role of the teacher is envisaged as ‘…developing capacities to think with educational theories and applying concepts in concrete teaching-learning situations’ (NCFTE, 2009, p.41). Teacher Education in CLT, hence,is focused primarily on method. This emphasis on pedagogical theory to improve teaching methods as the guiding policy of teacher education, however, has not bridged the perceived hiatus between theory and its classroom application.