Abstract

This paper examines traditional practices, major challenges, and innovative approaches in the pedagogy of English literature, with particular attention to genre awareness and student-centred learning. It discusses literature’s recreational, recognitional, redemptive, and revelatory functions and considers how theme-only explanations, static character analysis, and teacher-centred instruction can limit literary appreciation. Using a review-based approach and examples from short fiction, the paper proposes genre-sensitive reading, creative writing, film adaptation, dialogue, and classroom performance as ways to deepen engagement. The example of R. K. Narayan’s “An Astrologer’s Day” illustrates how performance-based activities can help learners explore irony, subtext, and moral ambiguity.