The role of literature in English language teaching was significant during the late 19th century when a grammar-translation method was popular among language teachers in the late 19th century. Despite the fact that literature was used in education, the main aim of the method was to master grammar and vocabulary. The interest in the aesthetic function of the literary texts was not a significant factor. Nowadays, teachers are again interested in applying literature in the learning process. In contrast, the main objective of using literary texts differs from that of the grammar-translation method. Literary texts are a resource for activities that challenge learners to learn a language. This research will focus on the analysis of university courses dealing with the students’ development of pedagogical skills and habits necessary for employing literary texts in English language teaching at the primary or secondary level of education. The aim of this research is to analyse pre-service teacher training study programmes with regard to courses dealing with the implementation of literary texts in English language teaching. The study employs the content analysis method, with a particular focus on the analysis of recommended study plans of all departments of English language and literature at Slovak faculties of education. The content analysis focuses on the examination of syllabi and learning outcomes presented in infolists. The data are grouped according to similarities in features, thus forming subgroups (sub-categories). Additionally, general scientific methods such as analysis, synthesis, comparison, contrast and induction are employed. The results of content analysis are generalised to recommendations applicable to all study programmes. This research will contribute to the advancement of future teachers’ education as it proposes recommendations concerning syllabi. These are useful to existing and newly designed study programmes.

Keywords: English language and literature, ELT, pre-service teacher training, literature.