This collected volume on English language teaching (ELT) in India contains 22 articleswritten by Indian teachers and researchers. The book has been divided into six sections. The firstsection—“Problematizing ELT in India”—offers a critical, historicalperspective along with innovative ideas for making English language learning and teachingmeaningful and purposive in modern India. The second section—“Nature of ELTMaterials”—demonstrates how the ELT materials used in Indian classrooms arenot embedded in local needs and indigenous contexts. The section emphasizes the importance ofdeveloping instructional materials that not only make use of the rich linguistic and culturalresources available in India but also promote effective communication skills among the learners.The third section—“Learner Profiles”—provides interesting insightsinto the needs, wants, and lacks of Indian learners of English. This section shows how theinstruments of needs analysis developed in monocultural and monolingual settings areinadequate for assessing the needs and wants of learners in multilingual and multicultural India.The fourth section—“Classroom Issues”—focuses on certain centralissues affecting teaching and learning in the classroom context, particularly the role of nativelanguage knowledge and skills that Indian learners bring with them. The fifthsection—“Course Evaluation and Teacher Development”—suggestsideas for making teacher education responsive to the changing roles and responsibilities oflanguage teachers. The sixth and final section—“CurriculumChange”—deals with the principles and procedures for curricular changes that arein tune with the evolving knowledge about learning and teaching and the increasing desire forlearner control of the process of materials development and evaluation.