Abstract:
The growth of English in second and foreign language contexts has
considerably impacted English Language Teaching (ELT). As an international
language, English has transformed from an academic subject to a practical
medium of communication. The change has encouraged educators to
reconsider the curriculum design, teaching methodologies and instructional
frameworks (Seidlhofer,2011). The research examined the influence of
English in non-native contexts with a focus on curriculum adaptation, teacher
development and student learning outcomes. The research’s primary finding
is the shift from conventional grammar-based training to Communicative
and Task-based approaches. Task-based approaches reflect the fundamental
needs of English in international contexts (Richards & Rodgers, 2014). The
study further examined how the integration of English Language and local
varieties challenges native speaker norms while promoting inclusive and
context-sensitive instruction. In addition, the study identified the significance
of digital tools, such as virtual learning platforms and AI-powered resources,
in shaping the teaching and learning experiences in different settings. The
study followed a qualitative research methodology. It conducted surveys and
interviews with English teachers and learners in Sri Lanka. The results showed
how globalization has introduced diverse linguistic and cultural perspectives
and expanded ELT teaching methods. However, the study also points to
the challenges, such as insufficient teacher training, lack of adequate digital
resources, and reluctance to adopt contextualized teaching approaches
regarding ELT. The study recommends an adaptable and contextualized
ELT paradigm that connects global English proficiency to local language and
cultural realities. These findings will help shape discussions concerning ELT’s
future in a non-native environment. It will also assist teaching techniques that
recognize the diversity and evolution of English in a global context.
