English as a Second/Foreign Language (ESL/EFL) classrooms in the Global South are undergoing a major shift in their understanding of multilingual education foregrounding the use of learners’ home languages in English classrooms. Using learners’ home languages paves the way for negotiating and balancing the power of English as the language of instruction. To understand how the power of English in Indian classrooms is enacted and negotiated, this chapter presents a narrative overview of the macro role of Indian education policy in positioning dominant languages (e.g., English) in instruction. Thereafter, it reports a study on how Indian researchers represent teachers’ language practices in primary and secondary grades and interpret the use of multilingual resources in classroom communication, and teachers’ views on negotiating the power of English in classroom settings. The findings show that teachers’ language practices and use of multilingual resources in English classrooms is across a continuum: from multilingual practices and resources as a vital tool to develop learners’ competences to using them as coping mechanisms for classroom interactions. Furthermore, the findings highlight an underlying conflict expressed by one group of researchers that multilingual practices might compromise the quantity and quality of target language input. However, this argument is counterbalanced by another group of researchers who strongly uphold the position that the use of multilingual resources can provide opportunities to develop learners’ multilingual and multicultural skills. The overview has implications for language teacher education programs in raising critical language awareness about the power of dominant languages in class, preparing teachers to create a balance between dominant and minority languages, and developing multilingual curricula to respect and recognize the role of learners’ multilingual and multicultural resources in ESL/EFL classrooms.