Keywords
Abstract
The integration of literature into English language teaching has gained increasing attention in recent decades. Moving beyond grammar-based instruction, educators now emphasise communicative competence and higher-order thinking. This article investigates the role of literature in teaching English, highlighting its dual contribution to language proficiency and critical thinking. Drawing on theories of communicative language teaching, reader-response criticism, and Bloom’s taxonomy, the study examines how literary texts enrich vocabulary, grammar, and cultural awareness, while also promoting analytical, interpretive, and evaluative skills. Classroom-based examples, including character analysis, role play, and debates, demonstrate how literature enhances both linguistic and cognitive development. The analysis also acknowledges challenges such as linguistic difficulty, cultural distance, and the need for teacher preparation. Ultimately, the article argues that literature is not only a linguistic resource but also a pedagogical tool for shaping reflective, empathetic, and globally aware learners.
References
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