IS LITERATURE DYING IN ENGLISH CLASSROOMS IN TECHNOLOGICAL UNIVERSITIES?

Abstract

There has been a shift in the curriculum and mandated English textbooks at
most of the technical institutions toward a more reference-based and information-
based approach. With each new curriculum, literature appears to have faded into
obscurity because of a lack of literary substance and a preference for a need-based
learning of language. When the emphasis is only on LSRW Skills to improve
students' employability, literature looks superfluous, unnecessary, and out of date.
Emotional reactions to literature are lost somewhere along the way. With an eye
toward determining why it's so hard to get people to respond in a "literary" way,
this study proposes ways to enhance non- literary texts by including brief literary
extracts that help readers get a deeper knowledge of life, people, and
circumstances. Teaching English as a second language by means of literature
allows students to get a deeper understanding of the language, their own personal
and social experiences, and the culture and history of their own country. literature
provides possibilities for multi- sensory classroom experiences and encourages
students to think critically and creatively, as well as eliciting a wide range of
responses from the students. As students, professors, and industry professionals
complete surveys and provide their input, this concept is solidified in their minds.