Communicative Language Teaching (CLT), Multilingual Classrooms, and NEP 2020: Evidence from Indian Higher Education

Abstract

Communicative Language Teaching (CLT) has become a dominant approach to English language education; however, empirical evidence regarding its effectiveness in multilingual Indian higher education remains limited. This study investigates the implementation of CLT in multilingual English language classrooms at Jaipur Engineering College and Research Centre (JECRC) University and the University of Engineering and Management (UEM), Jaipur, with particular emphasis on communicative competence, learner engagement, multilingual classroom practices, and alignment with the National Education Policy (NEP) 2020. A quantitative cross-sectional survey was conducted among 300 undergraduate students using a structured questionnaire. Data were analyzed using descriptive statistics, independent-samples t-tests, one-way ANOVA, Pearson’s correlation, and multiple regression. The findings indicate that students hold positive perceptions of CLT and that communicative teaching practices significantly enhance communicative competence and learner engagement. Multilingual classroom practices further support collaborative learning, improve comprehension, and encourage active classroom participation. The study also demonstrates a strong alignment between CLT and the learner-centred, multilingual, and competency-based objectives of NEP 2020. By providing empirical evidence from multilingual private universities in Rajasthan, the study contributes to contemporary English language teaching research, and it highlights the value of integrating communicative pedagogy with multilingual instructional practices to strengthen higher education in India.