Literature in English at the Secondary Level in India: A Review of Policy Intentions and Classroom Realities

Literature in English is a core component of secondary school education in India; however, its classroom practice often reflects tensions between curricular objectives and actual teaching–learning processes. This review research paper develops a theoretical framework to explain how teachers and students in Indian secondary schools engage with the study of English literature. The study systematically reviews academic research, national curriculum documents, educational policies, and classroom-based studies related to literature pedagogy. The review reveals that literature teaching is largely examination-driven, teacher-centred, and text-oriented, with limited emphasis on interpretation, critical thinking, and personal response. Student engagement is further shaped by linguistic diversity, socio-cultural background, and assessment pressures. At the same time, the review identifies emerging trends such as reader-response approaches, learner-centred pedagogy, and the integration of discussion and activity-based strategies. Synthesizing these findings, the paper proposes a conceptual model that accounts for the interaction between curriculum design, teacher beliefs, institutional constraints, and learner contexts. The study offers pedagogical and policy implications aimed at strengthening meaningful engagement with literature in English classrooms at the secondary level in India.