Learner-Centred Approaches in English Language Teaching: A Study of Kerala’s Discourse-Oriented Pedagogy Model

Abstract

English language teaching in Kerala has undergone a significant transformation through the implementation of learner-centred pedagogical practices, particularly Discourse-Oriented Pedagogy (DOP). Rooted in social constructivism and communicative language teaching, DOP seeks to develop learners’ communicative competence through the construction of meaningful discourse and collaborative learning. Recent research in English Language Teaching highlights the effectiveness of learner-centred approaches in fostering learner autonomy, critical thinking, engagement, and communicative proficiency (Benson, 2021; Bremner, 2021; Thapa, 2024). This paper examines the theoretical foundations, classroom practices, practical implementation, advantages, and challenges of DOP in Kerala’s English language classrooms. Drawing upon foundational theories and recent scholarship, the study argues that DOP remains a relevant and innovative pedagogical model capable of addressing contemporary language learning needs. The paper also identifies emerging opportunities for integrating technology-mediated learning and dialogic feedback practices into discourse-based instruction.