This study explored the intertwined relationship between second language (L2) learning and literature by examining the defining aspect of language and literature being considered as two separate camps. It highlighted the danger of considering these as two separate entities in that it poses problems in L2 learning and then argued for revisiting the approaches used in the teaching and learning of literature in enhancing and promoting language learning for L2 learners. In other words, the study brought to attention the need to scrap the divide between language and literature and devise necessary measures to teach language and Literature as affluence of each other to better address the gap of poor reading and issues concerning L2 learning. The study was based on an extended literature review. Data was collected through patterns arising from the literature review. Furthermore, the study employed a thematic analysis to understand how literature can be taught to L2 learners as a means to language learning and gaining reading skills. The findings of this study suggest that literature is fundamental in language learning, especially L2 learning. For this reason, literature and language should be taught and learned in relation to each other, and not as two separate entities. In so doing, the integration of the two needs to consider different approaches necessary to afford accessibility, usability, and inclusion while encouraging collaboration. This study recommends further empirical research to establish ways of applying the strategies highlighted in this study to pinpoint the necessity and importance of Literature in language classrooms.

Keywords: Literature, second language, learning, multilingualism.