The use of literature in ELT

Abstract

The role of literature in language education (LLE) was a subject of debate for a number of decades before seemingly losing traction. Over the past few years, however, it has regained prominence due to concerns over the apparent international decline in reading and writing standards. Moreover, teachers’ enthusiasm for using literary texts in an ELT context has been reignited thanks to the growing awareness of the significance of extensive reading as a means of boosting students’ language proficiency. It is believed that exposing students to literature in the language classroom could spark their interest and lead them to develop a lifelong love of reading. More than a decade ago, Paran complained that “the role of literature within the mainstream of EFL is still not firmly established”. This was due to a number of factors, among them teachers’ anxiety about using literature and pressing demands to justify its use. Despite the fact that there are those who feel that the practice of using literary texts in ELT distracts from the business of language teaching, most of the research literature concludes the incorporation of such texts in one’s English lessons has multiple benefits. However, as Tasneen points out, “For literature to matter in language in education it has to have an aim – only then can it be integrated successfully”. This article seeks to show that one of the main aims of using literature in the English classroom is to enhance students’ language proficiency by encouraging them to engage with meaningful texts, thus leading them to become independent readers.