The Socio-Political Dimension of English Language Teaching: Case Study from Begusarai

This study examines the socio-political dimensions of English language teaching (ELT) in Begusarai, Bihar, situating English as both an empowering force and a mechanism of exclusion.Rooted in India's colonial legacy, English has continued to dominate the academic and professional domains despite post-independence efforts to promote regional languages.In Begusarai, aspirations for English proficiency are linked to opportunities for education, employment, and upward mobility; yet, these aspirations are constrained by inadequate infrastructure, limited availability of trained teachers, and socio-economic inequalities.Using a qualitative case study approach and relying on secondary sources such as policy documents, academic studies, and educational surveys, the paper identifies recurring themes through thematic analysis.The findings reveal sharp institutional disparities between government and private schools, ambivalence in political narratives about English, and the role of class, caste, and gender in shaping access to language learning.The analysis demonstrates that English education functions simultaneously as a gateway to empowerment and as a barrier that reinforces existing inequalities.The paper concludes that democratizing access to English requires systemic reforms in teacher training, resource allocation, and inclusive pedagogical strategies to ensure equity in language education.