Abstract

The National Education Policy (NEP) 2020 introduces significant reforms to the English language class at the advanced secondary position in India, aiming to align it with contemporary global educational norms and enhance language proficiency and critical thinking chops. This paper investigates the impact of NEP 2020 on class design, pedagogical strategies, and assessment practices, emphasizing holistic development, multilingualism, and the integration of technology. The policy advocates for a multidisciplinary approach that enhances scholars’ verbal and cognitive capacities through critical thinking, creativity, and communication chops. The study explores the integration of these rudiments, along with the objectification of digital tools and coffers to grease interactive and individualized literacy fests. The effectiveness of these technological interventions and the preparedness of preceptors in conforming to the new class are critically anatomized. Findings suggest that while NEP 2020 promotes a more dynamic and inclusive English class, successful perpetration depends on acceptable resource allocation, nonstop schoolteacher training, and the development of robust assessment fabrics. Challenges similar as resource vacuity and teacher preparedness must be addressed to meet NEP 2020 pretensions. This paper provides perceptivity into optimizing advanced English class practices, icing scholars are better equipped for advanced education and global capabilities. It concludes by suggesting areas for unborn exploration, particularly longitudinal studies, to assess the long- term impacts of these educational reforms on pupil issues, thereby fostering advanced language chops and overall pupil development.

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