Teaching english at the tertiary level in India: Teachers' narrative

This study uses narrative inquiry as method of research to examine the lived-experiences of three tertiary level teachers who facilitate the learning of the international language English among the under-graduates' in India. The paper reflects through the ELT teachers' stories of classroom teachingin India negotiate the explicit and implicit teaching complexities. From a narrative inquiry perspective, it aims to illuminate the complexity of teachers' conflicting instruction approaches in the work place setting. The teachers' every effort to strike a balance between the liberal and traditional pedagogies that seem to coexist in the course of their teaching context. The findings show that the ELT teachers' views and beliefs are vibrant and bear the crux of the conflicting ELT approaches that need to be perceived before any effective of the ELT practices are applied.