Published Paper Details:

India is a country of diversity. India's varied culture, tradition, and linguistic character is unique and it is challenging to preserve and promote its socio-cultural and linguistic heritage in a constantly changing world. To preserve India's multilingual character various initiatives have been taken by the government. Policies have been made, but the implementation of those policies is a challenging task with the diverse needs of people belonging to different communities and speaking more than 121 languages. The present paper is an attempt to analyze content and language integrated learning approach (CLIL) as a pedagogical approach for language learning in the Indian context where English is considered as the second language and often used as a medium of instruction in education. Various research studies have proven the benefits of using CLIL in the classroom but there are challenges of implementing the same. There is a need to integrate language learning with content to enhance students' critical thinking skills with language proficiency. Equipping teachers with mastery in content knowledge as well as language proficiency, and the development of content materials enriched with inputs for language learning, there is a possibility to implement the CLIL approach in Indian classrooms to support English language learning while preserving the multilingual diversity of the nation.