Nita Novianti, Iyen Nurlaelawati
The integration of literature into Teaching English to Speakers of Other Languages (TESOL) has long been recognized for its ability to enhance language proficiency, critical thinking, and cultural understanding. In Indonesia, literature is widely incorporated into English language education across all levels, reflecting both global TESOL trends and local educational priorities. However, the Indonesian TESOL context presents unique challenges, including low student literacy and reading interest, alongside the need to balance globalized English education with the preservation of local cultural identities. This chapter explores the theoretical foundations of literature integration in TESOL, focusing on its evolution within Indonesia’s multilingual and multicultural setting. It examines current practices, highlights contributions to language education, and identifies challenges and opportunities for improvement. Recommendations include diversifying literary materials, integrating language skills with literature-based teaching, fostering a reading culture, and providing professional development for educators. By addressing these challenges and emphasizing collaboration among teachers, researchers, and policymakers, literature can continue to play a pivotal role in Indonesian TESOL. Its potential to bridge linguistic and cultural divides ensures its relevance in fostering holistic language education aligned with contemporary educational goals. © 2026 selection and editorial matter, Subhan Zein and Fuad Abdul Hamied; individual chapters, the contributors.
English Language and Literature Study Program, Universitas Pendidikan Indonesia (UPI), Indonesia; English Language and Literature Education Study Program, Universitas Pendidikan Indonesia (UPI), Indonesia
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