Abstract:
Literature has been recognized as a valuable tool in language learning as it
not only promotes language development but also enhances learners' cultural
awareness and critical thinking skills. The study examines the inclusion of literary
texts in the Moroccan upper secondary school English course books. The purpose of
the study is to investigate the extent to which literary texts are incorporated in the
curriculum, and to determine the reasons behind their inclusion or exclusion. The
methodology employed in this study is a qualitative content analysis of the English
course books used in the Moroccan upper secondary schools. The study reveals that
literary texts are not extensively used in the Moroccan course books. The findings
also suggest that the inclusion of literary texts is primarily motivated by the need to
develop students' language proficiency, rather than to expose them to diverse cultures
and ideas. The study concludes that the current approach to teaching English
literature in the Moroccan upper secondary schools needs to be re-evaluated to
include more culturally diverse texts and to emphasize the broader educational
benefits of literature. The implications of this study suggest that educators and
curriculum developers should consider the role of literature in English language
teaching and explore ways to integrate literary texts that promote cultural and critical
literacy among Moroccan students
