Putting Learner First: Flipping the role of an EnglishTeacher to facilitate flipped classrooms

Technological interventions are remodeling the teaching and learning process in all forms. It is at an inflection point where technological interventions are challenging the conventional beliefs, process, and functions of a formal classroom. It is strongly felt that through redesign roles and functions future employment will orient itself based on the dynamic learning capability of an employee. Such transformation will modify the roles of conventional Teachers to enablers and learners to the Dynamic learner. This makeover is vital for English Language Teaching where English is acquired as a skill, exercised as ability, and get stabilized as a competence. This reshaping will demand more autonomy for participants of learning and methodical training at all levels. This paper explores the parameters and components required for such a reversed role. With an emphasis on the differentiated critical learning support systems required for such training programs, flipped classrooms are projected as a method for its feasible role in aiding transformation and being put forth an inter-operable teachinglearning system for a learner-centric ELT classroom suiting evolving employment needs.