Author: Neetu Shrivas

Abstract: The teaching of English as a second language (ESL) in India continues to face challenges arising from the dominance of the mother tongue, rigid syllabi, and limited exposure to authentic communicative contexts. Traditional grammar-based methods often fail to inspire learners, particularly in technical institutions where literature is marginalized. This article argues that the integration of literature—especially world literature—offers a transformative pedagogical resource for language teaching. Using Isabel Allende’s The House of the Spirits as a case study, the paper explores how literary texts foster linguistic competence, expand vocabulary, and cultivate cultural awareness among learners. The study draws upon classroom experiments conducted with B.Tech students at IPS Academy, Indore, comparing outcomes of traditional grammar teaching with literature-based pedagogy. Findings reveal that literature-based teaching improved learners’ vocabulary, confidence, and communicative skills. Critical perspectives from scholars such as Brumfit, Maley, Krashen, and Sage, along with intertextual insights from Allende’s other works (Eva Luna, Paula, My Invented Country), underscore the universality, creativity, and affective engagement literature brings to ESL classrooms. The paper concludes by advocating for curriculum reform that embeds literary texts into ESL pedagogy to nurture not only linguistic competence but also critical imagination and intercultural dialogue.

Keywords: English Language Pedagogy, Literature in ESL, Isabel Allende, The House of the Spirits, Vocabulary Building, Literary Pedagogy

Article Info: Received: 29 May 2025; Received in revised form: 23 Jun 2025; Accepted: 27 Jun 2025; Available online: 30 Jun 2025

DOI: 10.22161/ijels.103.111