ShodhPatra: International Journal of Science and Humanities

Teaching Literature through the Lens of English Language Teaching: A Teachers’ Challenges and Breakthrough

Teaching literature within the framework of English Language Teaching (ELT) has undergone a significant pedagogical shift from content-driven literary appreciation to learner-centred language development. Literary texts are increasingly viewed as rich resources for enhancing linguistic competence, communicative ability, cultural awareness, and critical thinking. This paper explores the challenges faced by teachers while teaching literature from an ELT perspective and highlights the pedagogical, professional, and learner-centred achievements emerging from this approach. Drawing upon ELT theories and classroom practices, the study argues that despite practical constraints, teaching literature through ELT contributes meaningfully to holistic language education. The methods and principles of language teaching may effectively be utilised for conduction of literature classes ensuring learner’s holistic language skill development. The research paper specifically highlights on the constraints a language teacher faces while teaching literature, and then the achievements that come gradually in the form of learners’ overall language development. A few challenges discussed in the papers are: linguistics complexity of literary texts, motivation of learners, cultural hinderances, constraints associated to learners’ assessment etc. The paper also highlights some of the key achievements that a language teachers may achieve in this process such as: integrated skill development, authentic communication, leaner’s emotional engagement, development of critical thinking, teacher’s professional development etc.