The link between the teaching of English and literary texts in India is both multifaceted and complex, shaped by historical, social, and educational contexts. In English Studies, literary texts form the cornerstone of the curriculum, yet the teaching of English in India is not solely about literature. It is also about language acquisition, cultural transmission, and engagement with global discourses. To critically examine this link, it is important to explore the roles that literature plays in shaping English education, the challenges of teaching English through literary texts, and the implications for students' understanding of both the language and the literature itself.

At the heart of the teaching of English in India lies the legacy of colonialism. English was introduced to India as a medium of administration, education, and cultural exchange under British rule. In the colonial era, English was seen as a marker of prestige, education, and power, and its mastery became a way of accessing modernity and upward mobility. After independence, English retained its status as a key language of governance, education, and international communication, with a strong influence on Indian academic curricula. Literary texts in English were central to the educational system, often regarded as the gateway to Western thought, philosophy, and culture.

However, the teaching of English literature in India cannot be viewed in isolation from the larger context of education. The study of literature in English is not merely an academic exercise but also a reflection of the nation's complex relationship with its colonial past. Literary works, particularly those of British authors such as Shakespeare, Charles Dickens, and Jane Austen, have long formed the core of the English syllabus in Indian schools and universities. The dominance of British canonical texts has been critiqued for reinforcing colonial values and sidelining indigenous literature and languages. In recent years, however, there has been a growing movement to diversify the literary canon in English studies, including works from Indian writers in English, translated works from regional languages, and postcolonial literature. This shift reflects an attempt to reclaim the study of English from the colonial imprint and to offer a more inclusive and representative vision of English studies.

One of the central reasons for incorporating literary texts into the teaching of English is their potential to enhance language skills. Literary works, with their rich vocabulary, complex sentence structures, and varied styles, provide students with opportunities to deepen their understanding