English language teaching in Indian classrooms presents several challenges because of the country's multilingual and multicultural nature. English is often taught as a second or third language, and both teachers and learners encounter difficulties that affect effective language acquisition. These challenges arise from differences in linguistic backgrounds, limited exposure to English, inadequate resources, traditional teaching methods, and varying levels of proficiency. At the foundational stage, these issues become even more significant because young learners require meaningful, engaging, and developmentally appropriate language experiences. One major challenge is the multilingual background of learners. Children in India come from diverse linguistic communities and usually speak their mother tongue or regional language at home. When English is introduced in school, learners may find it difficult to understand unfamiliar vocabulary, pronunciation, and sentence structures. Teachers also struggle to bridge the gap between the home language and English, especially when students in