Exploring the Challenges Faced by English Language Teachers in Implementing the Language Education Policies Recommended by NEP 2020

The National Education Policy (NEP) 2020 introduces a transformative vision for education in India, particularly in the domain of language learning, by promoting multilingualism and prioritizing mother tongue-based instruction during early schooling.This study explores the implications of NEP 2020 for English language teachers at the middle stage (Grades 6-8), with a specific focus on the challenges emerging in linguistically diverse and resourceconstrained regions like Assam.Using a qualitative, documentary research approach, the paper analyzes secondary literature through thematic content analysis to identify major concerns.These include difficulties in aligning English instruction with multilingual goals, inadequate professional development tailored to NEP mandates, outdated assessment methods, infrastructural deficits, and psychological as well as attitudinal barriers among teachers.The findings reveal a significant gap between policy objectives and ground-level realities.Although NEP 2020 promotes interactive, learner-centered, and competency-based teaching, its success depends on localized strategies, adequate training, and institutional support.The study emphasizes the urgent need for context-sensitive guidelines, NEP-aligned teacher education, and practical resources.Without these, English teachers may struggle to adapt to their evolving roles.The paper concludes with actionable recommendations to support inclusive and effective policy implementation.