Recontextualising Literature in Modern EFL Pedagogy

Abstract

The role of literature in the English as a Foreign Language (EFL) curriculum has shifted significantly over the last century, moving from a central position in classical education to being marginalized by functional, communicative approaches. Recently, however, literature has re-emerged as a vital resource that engages learner identity more deeply than standard textbooks. This study employs a qualitative secondary research design, using a narrative literature review and document analysis to synthesize historical frameworks and modern pedagogical theories. The discussion identifies key implementation challenges, such as linguistic complexity, cultural alienation, and material selection. Despite these hurdles, the study finds that literature offers unique advantages, including the provision of authentic social input, the development of emotional empathy, and the promotion of higher-order critical thinking. To translate these benefits into practice, the paper proposes a strategic framework for educators. This includes assessing specific ESL or EFL classroom contexts, utilizing local cultural schemata as scaffolding to reduce cognitive load, and balancing intensive analysis with extensive reading habits. Ultimately, the study concludes that recontextualizing literature through these strategies helps students move beyond basic fluency to become confident, culturally competent communicators.