Reconceptualizing the Place of Literature in English Language Teaching in the 21st Century
Reconceptualizing the Place of Literature in English Language Teaching in the 21st Century
Abstrak
The position of literature in English Language Teaching (ELT) has undergone continuous redefinition, shifting from a peripheral enrichment activity to a potential pedagogical core. However, in many contemporary ELT contexts, literature remains marginalized, often perceived as linguistically demanding, pedagogically impractical, or incompatible with communicative and technology-mediated approaches. This article aims to reconceptualize the place of literature in 21st-century ELT by integrating linguistic development, critical literacy, and intercultural competence into a unified pedagogical framework. Employing a qualitative design that combines systematic literature review and classroom-based inquiry, the study examines how literary texts function not merely as aesthetic artifacts but as multidimensional resources for language development, identity construction, and critical engagement. Findings indicate that literature-based ELT fosters deeper lexical–grammatical awareness, enhances interpretive and critical capacities, and facilitates intercultural meaning-making. The article argues for a paradigm shift in ELT, positioning literature as a central pedagogical site where language, culture, and critical inquiry intersect. Implications are offered for curriculum design, teacher education, and future research
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