Ethnocultural approach to the professional training of future English language teachers in India

Background. The relevance of the study stems from the significance of the ethnocultural approach in the professional training of English language teachers within India's ethnocultural context. The research is driven by the need to implement the principles of the National Education Policy (NEP 2020), which emphasizes the integration of an ethnocultural component in the context of globalization in education.

Purpose. The study aims to conduct a systematic analysis of the implementation of the ethnocultural approach in the professional training of English language teachers at Indian universities, considering methodological foundations, practical models, and institutional constraints, with particular emphasis on examining the relationship between language policy and pedagogical content.

Materials and methods. The research employs a comprehensive methodological framework, including systemic analysis of educational processes, comparative analysis of pedagogical practices, conceptual synthesis of regulatory documents (NEP 2020), and analysis of empirical data from leading Indian universities.

Results. Key trends were identified: integration of regional linguocultural components into educational programs, synthesis of traditional pedagogical paradigms (guru-shishya-parampara principle) with modern ELT methodologies, and systemic constraints (staff shortages, persistence of colonial educational models, resource disparities). The effectiveness of the ethnocultural approach in developing multilingual professional competence and decolonizing teacher education was demonstrated. Promising directions for improving curricula were identified.