VietTESOL International Convention 2026

One of the key differences between ESL and EFL contexts is the role assigned to English literature in the curriculum. While ESL settings frequently use literary texts to promote critical thinking, cultural understanding, and language development, literature has traditionally played a far more limited pedagogical role in many EFL classrooms.

As English education evolves in contexts such as Vietnam, where English is increasingly positioned as a second language rather than a foreign language, educators face the challenge not only of incorporating literature into the curriculum but also of determining which types of literature are most appropriate for learners.

In this presentation, I introduce a framework designed to help educators and curriculum developers select appropriate literary texts for the classroom. The framework considers dimensions such as the type of course, the characteristics of the students, and other text-related factors. After outlining this framework, I argue for a consideration of young adult (YA) literature, short stories, poetry, and local literature in translation as promising genres for secondary students beginning to study English literature. I conclude by presenting examples of these genres along with classroom tasks that have proven effective in supporting students’ engagement with literary texts.