Between Text and Learner: Rethinking the Teaching of Indian English Literature in Contemporary Classrooms

Abstract

The teaching of Indian English literature in contemporary classrooms has become an increasingly complex pedagogical task shaped by linguistic diversity, changing learner expectations, and evolving educational environments. While Indian English texts continue to offer rich cultural and social insights, students often struggle to engage with them due to language-related anxieties, cultural distance, rigid curricular structures, and examination-driven learning practices. This paper reflects on the everyday classroom realities faced by teachers of Indian English literature and examines how these challenges influence student engagement and literary understanding. Rather than approaching the issue through fixed pedagogical models, the discussion develops organically from classroom experience, highlighting the tension between textual depth and learner accessibility. The study also considers the impact of digital learning practices on reading habits and interpretative skills, acknowledging both their limitations and possibilities. By foregrounding the role of teacher mediation, contextual teaching, and reflective pedagogy, the paper argues for a rethinking of literature teaching practices that respond sensitively to contemporary learners while preserving the intellectual and cultural value of Indian English literature. The paper ultimately suggests that meaningful engagement with literary texts emerges not from simplification, but from thoughtful negotiation between text, context, and learner experience.

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