Author: Karuna Singh, Niraj Raj, Pragati Prasad

Abstract: This paper critically examines the historical evolution and present dynamics of English language education in India, emphasizing the need to integrate Indian Knowledge Systems (IKS) into the curriculum to create a more balanced and inclusive educational framework. The objective is to address the historical and ongoing marginalization of indigenous languages and epistemologies, a consequence of colonial policies such as Macaulay’s Minute (1835) and Wood’s Despatch (1854), which established English as the dominant medium of instruction. While English has opened economic and academic opportunities, it has also contributed to the erosion of local cultures and linguistic diversity. The gap identified lies in the overemphasis on English as the sole marker of progress and success, often at the expense of India’s rich intellectual heritage. Using a qualitative methodology, the paper analyzes historical documents, educational policies like the Sarva Shiksha Abhiyan (2000-2001 onwards), and existing curriculum models to explore how IKS—encompassing Ayurveda, Vedic mathematics, classical arts and indigenous ecological knowledge—can be meaningfully integrated into contemporary education. The paper proposes pragmatic strategies such as bilingual/multilingual education models and interdisciplinary integration of IKS into science, mathematics and environmental studies. The outcome envisioned is a curriculum that promotes national identity, cognitive diversity and cultural pride while ensuring global competitiveness. This approach fosters students’ connection to their roots and prepares them to thrive in a pluralistic and globalized world. The future relevance of this study lies in its advocacy for curriculum reforms that respect both the global utility of English and the foundational value of India’s indigenous knowledge traditions.

Keywords: Curriculum, English Language, Indian Knowledge System, Linguistic Pluralism, NEP 2020, Vernacular Language

Article Info: Received: 20 Feb 2026; Received in revised form: 18 Mar 2026; Accepted: 22 Mar 2026; Available online: 26 Mar 2026

DOI: 10.22161/ijels.112.38