Integrating Corpora into Language and Literature Education: Perspectives, Challenges, and Pedagogical Reform for Regional-Medium Students in India

Abstract

This paper investigates the potential, affordances, and systemic challenges involved in integrating corpus linguistics and Data-Driven Learning (DDL) methodologies into language and literature education at the tertiary level, with a particular focus on the teacher’s perspective. While electronic corpora offer substantial opportunities to bridge the divide between abstract grammar instruction and authentic language use, their adoption remains limited by traditional educational structures. The study examines the diagnostic value and specific applicability of corpus-based approaches for undergraduate students in India who have completed their primary and secondary education in regional-medium institutions. Employing both direct (learner-led) and indirect (teacher-mediated) corpus methodologies, the research identifies key institutional, pedagogical, and technical obstacles to the widespread implementation of corpora. The paper concludes by proposing a strategic framework for corpus literacy training, syllabus redesign, and blended pedagogical tools aimed at fostering student autonomy and enhancing linguistic competence within the distinctive context of the Indian ESL (English as a Second Language) classroom