Specifics of implementing inclusive learning technologies in professional language training of English teachers in India

The aim of the article is to analyze the specifics of implementing inclusive learning technologies in the professional language training of English teachers in India within the context of educational reforms initiated by the National Education Policy 2020 (NEP 2020). The research methodology is based on a comprehensive analysis of regulatory documents (NEP 2020, Sarva Shiksha Abhiyan, National Guidelines on Equitable and Inclusive Education) and a comparative study of curricula from leading Indian teacher training universities (before and after the adoption of NEP 2020) using content analysis, synthesis, and generalization methods. The research findings identified a systemic deficiency: lack of subject-oriented technologies specific for inclusive English language in instruction regulatory frameworks and curricula. It was found that existing programs often fail to account for India's unique socio-cultural context (multilingualism, the influence of the caste system, lack of resources) and do not equip future English teachers with subject-specific competencies for working in heterogeneous environments. The paper argues that effective inclusive practice requires not the import of Western models but a deep localization of approaches. Recommendations are formulated for integrating specialized modules into curricula aimed at developing adaptive methods of teaching English, cultural sensitivity, and skills in using low-cost technologies.

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