Journal of Literature, Languages and Linguistics www.iiste.org ISSN 2422-8435 An International Peer-reviewed Journal Vol.82, 2021 1 The Practice of English Language Teaching Through Literature at Secondary Schools in Ethiopia Focusing on Attitudes of Teacher’s and Student’s Antehun Atanaw and Rashmi Gaur Indian Institute of Technology Roorkee, India Abstract Teaching and learning of a language couldn’t be performed separately without understanding the culture and the custom of the language under study. Therefore, in English language teaching through literature at secondary school cultural values and/or impacts of culture should be clearly stated by the language teachers to their students since the cultural issues retain a direct relationship to determine the meaning of words uttered and written by speakers of the language. Literature properly exposes students to complex themes and afresh, unexpected uses of standard language. A good novel or short story can gently take the students to foreign countries and fantastic worlds. A play or a poem can bring up certain dilemmas and dynamic emotional responses. This paper analyses literary texts incorporated in students’ textbook, incorporate researcher teaching English language experience and look out the curriculum objectives for the grade level. In the Ethiopian context, intercultural understanding has got little attention; communicative competence and linguistic competency gain relatively prioritized. If institutions and concerned bodies are looking for better learners who are well skilled with the target language; they have to properly incorporate contents which focus on enhancing trainees’ awareness and use suitable language teaching methods for better implementation. Keywords: Literary text, English language teaching, Short story DOI: 10.7176/JLLL/82-01 Publication date:October 31 st 2021 1. Introduction Ethiopia is the country that is located in the horn of Africa with 1.12 million square kilometer space and having around 110 million people (Worldometer). Education in Ethiopia had been dominated by the Ethiopian Orthodox church for many centuries, and modern education was introduced to Ethiopia nearly a century ago. However, the education and training offered during these long years had limited positive impact on the lives of the people and national development. The education offered was incapable of solving the problems of farmers, pastoralist, and changing the lives of the overwhelming majority of the people (Negash, 2006). The introduction of the English language in the education system of Ethiopia came along with the history of modern (Western) schooling which dates back to 1908. The beginning of modern education in Ethiopia was characterized mainly by teaching foreign languages such as French, English, and Italian. It took place with the belief that “These languages would be important to keep the country sovereign by providing the country with elites who could negotiate to the interest of the country through the international tongues (Minister of Education). Among the foreign languages such as French, Italy, and English which were taking part in the education system of Ethiopia in previous time only English language has been retained till now in the education system and it has got great consideration since the English language is very important for the economic development of the country. It is also the language that has great function across the world in international relation, commerce, trade, science, and technology some among many functions and Ethiopia as a country taking part in these and others situation in the world so that teaching the English language becomes mandatory to Ethiopia (Federal Democratic Republic of Ethiopia Minister of Education, 2002). According to (Chouhan, n.d.) in his article (2016) in recent years, the role of literature as a basic component and source of authentic texts of the language curriculum, rather than an ultimate aim of English instruction, has been gaining momentum. Among language educators, there has been a hot debate as to how, when, where, and why literature should be incorporated in English as a second language or English as a foreign language (ESL/EFL) curriculum. Vigorous discussion of how literature and ESL/EFL instruction can work together and interact for the benefit of students and teachers has led to the flourishment of interesting ideas, learning, and improved instruction for all. Many teachers consider the use of literature in language teaching as an interesting and worthy concern. Even though using literature for teaching the English language is very important, it is highly recommended to give attention to literary text selection. Literary text selection should be performed very carefully. When language teachers select literary texts they should take into account the needs, motivations, interests, cultural background, and language level of the students. Selecting books significant to the real-life experience, emotions, or dreams of the learner is of enormous importance (Hişmanoğlu, 2005).