| ISSN: 2583-4371 | ISSN: 2583-4371JOURNAL ARTICLE
Abstract: Meaning making is a significant, equation-changing factor in the learning-teaching experience, especially in the context of Classroom learning-teaching, and specifically in relation to English Language Teaching/ Learning in India. Looking at the classroom interaction from the perspective of meaning making can usher in a substantial change in the learning experience of learners, but more importantly, in the approach of a teacher/ trainer. Cutting across multiple disciplines such as Philosophy, Psychology, Teacher Education, Educational and Developmental Psychology, meaning making is a concept that can put learning into its rightful perspective in a learning-teaching situation, leading to meaningful learning which should be the ultimate aim of any learning situation. In an era where Pluriliteracies is projected to be the new norm, this is a factor that should be given due consideration while planning a language learning transaction. This paper is an attempt to look at some of the definitions of meaning making as identified by major scholars and researchers such as Ausubel, Park and others, and also to look into some of the ways in which it can be incorporated into the ELT scenario in the multilingual and multicultural fabric of a country like India.
Keywords: ELT, Meaning making, Pluriliteracies.
Article Info: Received: 05 May 2024, Received in revised form: 03 Jun 2025, Accepted: 08 Jun 2025, Available online: 13 Jun 2025
DOI: 10.22161/ijtle.4.3.9
| Total View: 715 | Downloads: 5 | Page No: 86-91 | Full Text PDF |
| Cite this Article: APA | ACM | Chicago | Harvard | IEEE | MLA | Vancouver | Bibtex |
