LITERATURE AS A CORNERSTONE IN MODERN LANGUAGE EDUCATION

Abstract

The integration of literature into modern language education serves as a crucial bridge between theoretical knowledge and practical language skills. This study investigates the transformative potential of integrating literature into language learning by examining how exposure to literary works can facilitate language acquisition and enhance overall language proficiency. It advocates a pragmatic approach to integration, proposing specific methodologies for incorporating literary texts and activities into language learning curricula. The study emphasizes the importance of judicious text selection, highlighting the necessity of carefully choosing and adapting literary materials to enhance learners' curiosity, motivation, and communicative competence. It also supports a learner-centered approach, delineating a collaborative framework for all stakeholders to follow, with an emphasis on learners' needs and interests. The study employed a descriptive design with a qualitative analysis component, focusing on recent journal articles published from 2022 to 2025. The results indicate that literary texts enhance students' linguistic abilities, cultural understanding, and critical thinking skills. The effectiveness of innovative frameworks, such as corpus linguistics and content and language integrated learning (CLIL), is highlighted. The integration of technology into literature-based language education has emerged as a significant trend, with e-learning systems and multimedia teaching platforms showing great potential. However, concerns regarding equitable student learning amid the influence of platform technologies are emphasized. The study concludes that integrating literature into language learning is crucial for developing versatile and globally competent individuals and recommends further research to establish robust evidence for the efficacy of the integrated approaches and address implementation challenges across diverse educational contexts.

DOI: https://doi.org/10.62185/issn.3023-5448.2.3.4