Abstract:
The landscape of English Language Teaching (ELT) has evolved significantly
in response to the dynamic and diverse needs of learners today. Recognizing
and challenging the colonial roots of English, there is a need to incorporate
the innateness of respective local cultures and languages to decolonize
the ways in which English is used. Understanding this need, the research
explores the imperative of establishing a liminal space, a space of transition
and transformation in between the target language and source language,
within the context of India to enhance language acquisition and foster a
more meaningful and culturally responsive language learning experience
through a constructivist approach. Furthermore, the research attempts to
understand the practical strategies for creating a liminal space within the ELT
classroom. Integrating the concept of a liminal space into the pedagogical
framework of constructivism adds a socio-cultural dimension to the learning
process, creating an ecosystem where learners can explore, negotiate, and
construct meaning within a context that transcends traditional notions of
attaining native like proficiency. The analysis aims to provide insights into the
effectiveness of the constructivist and liminal space approach in enhancing
language acquisition and fostering cultural sensitivity in the Indian context.
Using a mixed-methods research design, the study incorporates qualitative
data from classroom observations along with quantitative data from
language proficiency assessments. The potential of an integrated approach
to decolonize the English language to embrace a culturally rooted context is
the ideal to which this research attempts to add value.
