Rethinking English Language Teaching (ELT) for the Future

Abstract

English Language Teaching (ELT), like all educational disciplines, must continually adapt to global and societal transformations in order to fulfill its mission of providing opportunities for worldwide careers, fostering intercultural communication and preparing responsible citizens for a sustainable future. Due to the excessive exposure and use of smartphones and the Internet, young generations acquire English from very early age. This seems to imply the reasoning that young learners are able to communicate in English without having it as a school subject. It might also further question its relevance, directly influencing learners’motivation for studying English. However, ELT has to remain engaging and pertinent to learners because it includes teaching skills and competencies that require formal education. This paper examines the evolving role of ELT and traces its most significant developments since English emerged as a global lingua franca. It explores how this shift has reshaped the purposes and practices of ELT, particularly in response to societal change and the growing influence of digital technologies on learners. Building on this analysis, the study proposes recommendations for rethinking ELT in ways that advance global citizenship, inclusivity, and intercultural competence. The methodology combines a review of relevant literature with interviews conducted with English teachers and discussions with students of English Language and Literature at the South East European University (SEEU) in North Macedonia.