English as Second Language was chosen specifically for this project taking into account the current status of the language as a lingua franca in global discourses and both national and international affairs. English as Lingua Franca (ELF) is quite literally the key to a ‘better lifestyle’ and a marker of social and economic upward mobility. Educational systems are increasingly implementing usage of this language as their mode of education, especially in postcolonial and neocolonial nations like India which have practically adopted English as one of their official languages. The primary goal towards choosing a pedagogical project was two-pronged. Firstly, our aim towards attempting to provide quality education to socially and economically underprivileged children, who constitute an important section of the youth population of India, and secondly, an attempt towards developing a curriculum capable of further implementations with increased resources on a larger scale, one that serves the purpose of introducing and strengthening communicative English in our learners. The project aimed to adopt a cultural viewpoint towards language teaching that would help develop communicative competence of the learners in the target language. The rationale behind the project was to analyse the curriculum and create a framework that equips language facilitators with the knowledge and resources to address the diverse needs of students in a heterogeneous classroom.