Vol. 5, Issue 2, Part A (2023)

This paper situates itself as a discourse on the need to embed the development of language skills within the literature pedagogy in the classrooms of Nagaland. It is built on the premise that education in Nagaland is still inclined towards the traditional paradigm under which English as a subject is not given wholesome treatment. In the English classrooms of Nagaland, textual and literary analysis takes the central stage and the development of language skills is almost neglected. This paper argues that if language skills are not given equal importance students will not be well equipped to face the real-life challenges. In this light, this paper presents a discourse on the need to integrate language and literature pedagogy in the classrooms of Nagaland. It opens with a brief overview on the context and background of the study followed by a review of literature that supports the integration of language and literature pedagogy. To strengthen the argument made, the paper presents a sample task that integrates the development of language skills in a literature task.