ABSTRACT
Constructivist and task-based theories of language learning foregrounded the generation of knowledge through interactions of individuals with an external socio-cultural milieu, thereby positing language teaching at the very heart of scrutinizing socio-political discourse. With the growth of the internet and digital revolution towards the 1990s, there was a global surge of embedding technology in the educational framework. It led to examination and analysis of hitherto followed classroom pedagogy and its objectives. The twin forces of economic liberalization and globalization forged the structure of present-day ELT in India. With technology foraging into the language curriculum, there was a rapid reconstruction of classroom methodology and concepts associated with a ‘classroom.’ The urban quarters of the nation were rapidly adapting to online learning using Web 2.0 tools. However, the digital divide of the nation led to the asymmetrical distribution of technological and, therefore educational opportunities to the rural and underprivileged sections of the nation. This chapter attempts to probe into the dynamics of Indian socio-cultural contexts and language education vis-à-vis the proliferation of technology-enhanced language learning (TELL).
