Integrating Literary Texts in Language Education: A Pedagogical Framework for Enhancing Linguistic Competence

Abstract

Literature-based language teaching has become a topic of interest because literary texts provide linguistically, culturally and affectively rich language input. While literary texts have traditionally been employed in English language education, their teaching is often ad hoc, text-focused or literary in nature. In this article, we offer a conceptual pedagogical approach to the integration of literary texts in language education that is aimed at the development of linguistic competence. The article draws on communicative language teaching, reader-response, sociocultural, intercultural language education and literature-based pedagogy to propose the LITERA framework, which involves six interrelated steps: learner and context analysis, setting of linguistic goals, text selection and adaptation, engagement through sequenced tasks, response and production, and assessment and reflection. Literary texts, the article argues, can enhance lexical, grammatical, reading, writing, oral, discourse, pragmatic, strategic, and intercultural competence if they are carefully chosen and taught using scaffolded, interactive and language-focused procedures. The article is a conceptual study and does not draw on empirical classroom research; instead, it draws from existing theoretical and pedagogical literature to create a practical model for teachers, curriculum designers and researchers. The framework adds to the field of language education by elevating the role of literary texts from decorative to resourceful in language classrooms.