INTERNATIONAL JOURNAL OF PROFESSIONAL STUDIES

This paper explores how Indian Knowledge Systems (IKS) can be meaningfully integrated into teaching Communicative English at the college level. It responds to the growing call to decolonize English Language Teaching (ELT) in India by making it more culturally rooted and socially relevant. The study examines how traditional forms of knowledge, such as oral storytelling, classical literature, and regional languages, can enhance student engagement, support identity, and improve communication skills in English. Alongside theoretical analysis, it also reviews current education policies, postcolonial perspectives, and practical classroom examples where local language and knowledge are already being used. It highlights the benefits of using culturally familiar content in English classes to build students’ confidence and competence. The paper supports the goals of the National Education Policy (NEP) 2020, particularly its emphasis on multilingualism and cultural inclusion. In conclusion, it calls for updates to curriculum, teacher training, and learning materials to create a more inclusive, locally grounded, and globally relevant English learning environment.