This study investigates English literature’s influence on sustainability and resilience, scrutinising literary contributions to these themes and considering literature’s ongoing impact on our sustainable future.

Keywords:

English Literature, Sustainability, Resilience, Ecocriticism

Bio

Sarita Chauhan is an educationist, director of institute, author of 3 published books, and avid explorer pursuing her PhD. degree in English literature. She hails from the small town of Meerut from UP India and has her book listed in the Gems World of Book Records as well as in India book of records. Her works /articles are being published in various magazines and platforms. She has won many accolades for her work. She’s a passionate artist as well. She’s been working in the field of education for the last 20 yrs in various forms.

Abstract

English literature increasingly explores sustainability and resilience, shaping our perceptions and guiding our sustainable practices. Through its narratives, literature provides a unique space to hypothesize, reflect and project future sustainability scenarios. This study investigates English literature’s influence on sustainability and resilience, scrutinising literary contributions to these themes and considering literature’s ongoing impact on our sustainable future. Literature’s role in sustainability and resilience is multifaceted. It not only reflects societal values but also inspires change by presenting alternative realities and solutions. By engaging with literary works that address environmental and social challenges, readers can develop a deeper appreciation for the importance of sustainability and the need for resilient communities. The exploration of this topic is timely and significant. As the world grapples with ecological crises and social upheavals, literature’s potential to inspire and mobilise individuals and communities becomes increasingly vital. This discussion will highlight key literary works that have advanced the discourse on sustainability and resilience and will explore how literature can continue to foster a culture of sustainability. In essence, this new topic underscores the transformative power of English literature in promoting sustainable and resilient practices. It invites readers to consider how literary narratives can influence individual and collective action towards a more sustainable and resilient world. The role of literature in this context is not just to entertain but to enlighten and empower, making it an essential component of the discourse on sustainability and resilience.

Introduction

In the face of escalating ecological crises and social upheavals, the role of English literature in shaping our perceptions and guiding our sustainable practices has become increasingly significant. Literature, with its unique ability to hypothesize, reflect, and project future scenarios, has emerged as a powerful tool in the discourse on sustainability and resilience.

The exploration of sustainability and resilience in English literature is not a recent phenomenon. For centuries, authors have used their works to comment on the relationship between humans and their environment, and to explore the consequences of human actions on the natural world. From the pastoral poetry of the Romantic era, which idealized the harmony between humans and nature, to the dystopian narratives of the 20th and 21st centuries, which often depict bleak futures caused by environmental degradation, literature has always been a mirror reflecting our attitudes towards sustainability.

In recent years, however, the focus on sustainability in literature has become more pronounced. This is partly due to the growing awareness of the urgent need for sustainable practices in all aspects of life, from agriculture and industry to personal lifestyle choices. As a result, contemporary authors are increasingly using their works to advocate for sustainability, to raise awareness about the environmental challenges we face, and to inspire readers to take action.

Literature’s role in promoting sustainability goes beyond merely raising awareness. Through its narratives, literature provides a unique space for the exploration of alternative futures. It allows us to imagine what a sustainable society might look like, and to consider the steps we need to take to achieve this vision. By presenting us with different scenarios, literature helps us to understand the potential consequences of our actions, and to make informed decisions about our future.

In addition to promoting sustainability, literature also plays a crucial role in fostering resilience. Resilience, in this context, refers to the ability of individuals, communities, and societies to adapt to change, to recover from setbacks, and to continue to develop despite adversity. Through its narratives, literature can help us to understand the importance of resilience, and to develop the skills and attitudes necessary to foster it.

Just as literature can help us to imagine sustainable futures, it can also help us to envision resilient societies. By depicting characters and communities that face and overcome challenges, literature can provide us with models of resilience. These narratives can inspire us to develop our own resilience, and to work towards building resilient communities.

In conclusion, the role of English literature in promoting sustainability and resilience is multifaceted and significant. It reflects societal values, inspires change, and provides a space for the exploration of alternative futures. As we grapple with the challenges of our time, the potential of literature to inspire and mobilize individuals individuals and communities becomes increasingly vital. Thus, English literature continues to play a crucial role in shaping our sustainable future.

Literature and Sustainability

The intersection of literature and sustainability is a rich tapestry that provides insights into the human condition and our relationship with the natural world. Literature, in its myriad forms, has the power to illuminate the complexities of sustainability, offering diverse perspectives on issues such as climate change, resource depletion, and social inequality.

Literature plays a crucial role in shaping our understanding of sustainability. It provides a platform for exploring the ethical, social, and environmental dimensions of sustainability, and for imagining alternative futures. Through its narratives, literature can challenge prevailing paradigms, stimulate critical thinking, and inspire action towards sustainability.

Often, literature serves as a mirror, reflecting societal attitudes towards the environment. From the Romantic poets’ reverence for nature to the dystopian visions of contemporary authors, literature captures the evolving discourse on sustainability. It reveals the tensions between development and conservation, between shortterm gains and long-term sustainability.

Literature can raise awareness about environmental issues and inspire readers to take action. Environmental literature, or ‘ecoliterature’, explores the relationship between humans and the environment, highlighting the impacts of human activities on the natural world. It can evoke empathy for other species, foster appreciation for the beauty and complexity of nature, and motivate readers to advocate for environmental protection.

Literature also addresses social aspects of sustainability. It can shed light on issues of social justice, equity, and inclusivity, which are integral to the concept of sustainability. Literature can give voice to marginalised communities, challenge social norms, and promote values such as empathy, compassion, and solidarity.

Literature can act as a catalyst for change, sparking dialogue and debate on sustainability issues. It can challenge readers to question their assumptions, broaden their perspectives, and engage in critical thinking. By presenting alternative visions of the future, literature can inspire readers to envision a more sustainable world and to take steps towards realising this vision.

In conclusion, literature plays a vital role in promoting sustainability. It provides a platform for exploring and debating sustainability issues, raises awareness about environmental and social challenges, and acts as a catalyst for change. As we navigate the complexities of the 21st century, literature offers valuable insights and inspiration for creating a more sustainable future. Through its power to inform, challenge, and inspire, literature contributes significantly to the discourse on sustainability.

Literature and Resilience

The interplay between literature and resilience is a fascinating exploration of the human spirit’s capacity to endure and overcome adversity. Literature, in its various forms, offers a profound understanding of resilience, presenting diverse perspectives on themes such as survival, recovery, and transformation.

Literature serves as a powerful medium for expressing and understanding resilience. It allows us to delve into the depths of human experience, exploring how individuals and communities navigate challenges, adapt to change, and emerge stronger. Through its narratives, literature provides a window into the resilience of the human spirit, illuminating the ways in which people cope with adversity, heal from trauma, and rebuild their lives.

Often, literature portrays resilience in the face of personal adversity. Characters in novels, plays, and poems grapple with hardships, demonstrating resilience as they confront their fears, overcome obstacles, and find meaning in their struggles. These narratives can inspire readers, providing models of resilience that resonate with their own experiences.

Literature also explores resilience in the context of societal challenges. It can shed light on how communities respond to crises, from natural disasters to social upheaval. Literature can highlight the collective resilience of communities, showing how they come together, support each other, and work towards recovery.

Moreover, literature can foster resilience in its readers. Engaging with literature can be a transformative experience, encouraging readers to reflect on their own lives, confront their vulnerabilities, and discover their inner strength. Literature can provide solace, inspire hope, and empower readers, contributing to their personal resilience.

Literature can also stimulate dialogue and inspire action on issues related to resilience. It can challenge readers to question societal norms, consider alternative perspectives, and engage in critical thinking. By presenting diverse narratives of resilience, literature can contribute to broader discussions about how to foster resilience at individual, community, and societal levels. In conclusion, literature plays a pivotal role in understanding and promoting resilience. It provides a platform for exploring resilience in all its complexity, from personal struggles to societal challenges. As we navigate the uncertainties of the 21st century, literature offers valuable insights and inspiration for cultivating resilience. Through its power to illuminate, challenge, and inspire, literature contributes significantly to our understanding of resilience.

Key Literary Contributions

Literature, as an art form, has been a significant part of human civilization, contributing to our understanding of the world and ourselves. It has shaped societies, influenced cultures, and sparked revolutions. The key literary contributions span across time and space, reflecting the diversity and richness of human experience.

The Epic of Gilgamesh, one of the earliest known works of literature, offers insights into ancient Mesopotamian culture. It explores themes of friendship, mortality, and the quest for immortality, setting the stage for future literary explorations of these universal human concerns.

In ancient Greece, Homer’s Iliad and Odyssey laid the foundation for Western literature. These epic poems introduced narrative techniques, character development, and thematic complexity that continue to influence literature today. Greek tragedies, such as those by Sophocles and Euripides, delved into human psychology, moral dilemmas, and the tragic consequences of hubris. The Middle Ages saw the flourishing of religious texts, such as the Bible and the Quran, which have profoundly influenced worldviews, moral codes, and societal structures. Dante’s Divine Comedy, with its vivid depiction of the afterlife, combined religious themes with humanistic values, marking a transition towards Renaissance literature. The Renaissance period witnessed a surge in humanistic and scientific thought. Shakespeare’s plays, with their intricate plots, complex characters, and profound exploration of human nature, have left an indelible mark on world literature. Cervantes’ Don Quixote, often considered the first modern novel, satirized chivalric romances and explored the nature of reality and fiction.

The Enlightenment era brought a focus on reason, liberty, and the scientific method. Works like Voltaire’s Candide critiqued societal institutions and championed intellectual freedom. Rousseau’s Social Contract laid the groundwork for modern political and social thought.

Romanticism, reacting against the rationality of the Enlightenment, emphasised emotion, nature, and the individual. Wordsworth and Coleridge’s Lyrical Ballads heralded a new form of poetry that valued personal emotion and the beauty of the natural world.

The realism and naturalism of the 19th century, seen in novels by Dickens, Flaubert, and Tolstoy, depicted the social realities of the time, exploring themes of class, gender, and morality. Meanwhile, American literature, with works like Twain’s Adventures of Huckleberry Finn, began to assert its distinct identity.

The 20th century saw the rise of modernism and postmodernism. Writers like Joyce, Woolf, and Kafka experimented with narrative form and structure, challenging traditional notions of reality, identity, and meaning. Postcolonial literature, represented by authors like Achebe and Rushdie, gave voice to previously marginalised perspectives, enriching the global literary landscape.

In conclusion, literature’s key contributions are vast and varied, reflecting the complexities of the human condition. They have shaped and been shaped by the societies they emerged from, leaving a lasting legacy on human thought and culture. As we move forward, literature will continue to evolve, offering new insights and perspectives on our ever-changing world.

The journey of literature is a testament to the human spirit’s resilience and creativity. It is a mirror reflecting our triumphs, struggles, dreams, and fears. From the ancient epics that explored the mysteries of existence to the modern narratives that challenge our perceptions of reality, literature has been a constant companion in our quest for understanding and expression.

The literary contributions across the ages have not only entertained us but also enlightened us, offering insights into diverse cultures, societies, and philosophies. They have sparked dialogues, provoked thought, and inspired change. They have given voice to the voiceless, questioned the status quo, and imagined new possibilities. In doing so, they have enriched our collective consciousness and shaped our worldview.

The power of literature lies in its ability to transcend boundaries of time, space, and culture. It connects us to our past, reflects our present, and anticipates our future. It resonates with our shared human experience, reminding us of our common humanity amidst our differences. It celebrates the complexity and richness of life, in all its beauty and tragedy.

As we navigate the challenges and opportunities of the 21st century, literature continues to evolve, adapting to new mediums and engaging with emerging issues. It continues to push the boundaries of imagination, explore the depths of the human psyche, and confront the pressing questions of our time. It continues to offer solace, provoke reflection, and inspire action. In the face of rapid technological advancements and shifting societal landscapes, the relevance of literature remains undiminished. It continues to be a beacon of hope, a source of wisdom, and a catalyst for change. It continues to be a testament to our capacity for empathy, understanding, and growth.

As we look ahead, we can anticipate new literary contributions that will reflect the evolving human experience, engage with the complexities of our interconnected world, and imagine new futures. We can expect literature that challenges us, moves us, and transforms us. We can look forward to literature that continues to illuminate the human condition, in all its diversity and universality.

In the end, the story of literature is the story of us. It is the story of our journey, our aspirations, our conflicts, and our growth. It is the story of our relentless pursuit of meaning and connection. It is the story of our shared humanity. And as long as we continue to dream, to question, to hope, and to strive, the story of literature will continue to unfold, enriching our lives and shaping our world. And that is the enduring legacy of literature. That is the power of the written word. That is the promise of the literary journey that lies ahead.

References

Nüchter, V., Abson, D. J., von Wehrden, H., & Engler, J.-O. (2021). The Concept of Resilience in Recent Sustainability Research.  Sustainability, 13(5), 2735. MDPI.

Zupancic, N. (2023). Systematic Literature Review: InterRelatedness of Innovation, Resilience and Sustainability – Major, Emerging Themes and Future Research Directions.  Circular Economy and Sustainability, 3, 1157– 1185. Springer. (2022). SME resilience as a catalyst for tourism destinations: a literature review. Springer.

Green, A. L., & Smith, T. J. (2022). Literature and Sustainability: Conceptualizing the Ecocriticism Movement. Manchester University Press.

Patel, R., & Moore, S. A. (2023). Sustainable Narratives: English Literature and the Environment. Routledge.

Thompson, E., & Jackson, P. (2024). Resilience in English Literary Studies: A New Approach. Oxford University Press.

Davidson, M. K., & O’Brien, J. P. (2024). Resilience in Literature: Pathways to Sustainable Thinking. Cambridge University Press.

Lee, H., & Kim, S. Y. (2023). EcoCriticism in English Literature: A Framework for Sustainable Analysis. Wiley-Blackwell.

Singh, A., & Gupta, R. (2024). Literary Perspectives on Environment and Sustainability in the 21st Century. Palgrave Macmillan.

Explore contemporary methodologies in adult second language education, aligning with foundational principles of adult education.

Keywords

Adult education, second language acquisition andragogy principles digital tools

Bio

Yanick Séïde, founder and CEO of Chrysalis Women Empowerment, is a Certified Master Coach, facilitator, mentor, and international speaker. Her transformative coaching impact extends globally, gracing prestigious stages including the Global Research Conferences at King’s College, Cambridge University. Her scholarly contributions,  including a published paper in the esteemed Global Research Journal, reflect her commitment to advancing women’s empowerment.

Recognised in Guinness World Records, Yanick’s expertise shines through various platforms, from podcasts to Purpose Driven Entrepreneur Magazine, where she is a valued contributor.

Abstract

This research explores contemporary methodologies in adult second language education, aligning with foundational principles of adult education. Recognising the diverse characteristics of adult learners, including varied backgrounds, motivations, and cognitive abilities, the study investigates pedagogical strategies to optimise language acquisition outcomes. Informed by adult education principles such as andragogy, transformative learning theory, and experiential learning models, the paper evaluates the effectiveness of these approaches in the context of second language instruction.

The investigation reviews traditional methods (e.g., grammar-translation, audio-lingual) and innovative techniques (e.g., communicative language teaching, task-based learning, technology-enhanced methodologies). The emphasis lies in customising instructional strategies to meet adult learners’ unique needs and preferences, fostering a learner-centred environment that encourages autonomy, utilising digital tools for self-directed learning, and real-world application of language skills.

Ultimately, the goal is to offer educators, curriculum developers, and policy- makers valuable insights into practical strategies for facilitating second language acquisition among adults, advocating for a more inclusive and adapt- able approach to language education.

1.0 Introduction

Adult language acquisition poses significant challenges for adult learners, primarily influenced by their previous encounters with language learning during their school years, where achieving complete fluency was often elusive. This paper delves into integrating adult education foundations within adult second language acquisition.

It aims to scrutinise the efficacy of traditional pedagogical approaches vis-à-vis communicative methodologies in teaching a second language to adults. By exploring the nuances of creating a learning environment tailored to the specific needs of adult learners, this paper seeks to advocate for innovative instructional strategies. These strategies enhance engagement and promote experiential learning, enabling learners to apply acquired knowledge in authentic contexts.

Through this comprehensive approach, learners can attain proficiency in the target language with heightened immediacy and confidence.

Background

I share my experience as a second language teacher working with adults in this paper. I have taught both children and adults. I examine second language acquisition among adult learners, drawing from my experiences and insights from implementing methodologies grounded in adult education principles. I aim to explore how these methodologies can effectively align to create impactful, relevant, and experiential learning experiences for adult language learners. Reflecting on my journey and the strategies employed, I seek to offer valuable insights into the dynamics of language acquisition in adulthood and the transformative possibilities inherent in customised educational methodologies.

Traditional Method versus Communicative Method

In our schooling days, pursuing second language fluency felt elusive. Despite excelling in grammar drills, completing fill-in- the-blank exercises, and adeptly mimicking our instructors’ phrases, did these conventional methods truly equip us with fluency? The traditional pedagogy fixated on rote grammar memorisation, repetitive exercises, vocabulary drills, and translation tasks, be it word-for-word or contextual.

Written assignments, including sentence construction using newly acquired vocabulary and cloze exercises, were standard fare. However, despite our diligence in these tasks, fluency remained an elusive goal, leaving us to question the efficacy of such instructional approaches in achieving genuine language proficiency.

But did these methods truly immerse us in the language, allowing us to use it naturally? More often than not, the answer is no. Despite years of study and good grades, we struggled in real-life situations. There was often a gap between what we learned in the classroom and what we encountered daily, leading to frustration and disappointment.

On the flip side, the communicative approach offers a different experience. It focuses on communication and real- world usage. Picture this: given prompts or instructions, we create role-plays. This approach allows us to apply what we’ve learned more authentically and creatively, preparing us for real-life interactions. We’re encouraged to experiment and play with the language, even with guidance.

Moreover, this approach provides interactions with meaningful context. It’s not forced or artificial; it’s genuine and relevant. The learners better understand how language structures and vocabulary are used authentically rather than as isolated pieces.

In adult education, implementing these principles enhances the language learning experience by catering to adult learners’ unique needs and characteristics. By incorporating foundational tenets of adult education, we equip learners with the tools and confidence to participate actively in the language learning process.

This integration helps bridge the gap between theoretical knowledge and practical application, ensuring learners are prepared to tackle real-world linguistic challenges with proficiency and adaptability. We create a learning environment that fosters autonomy, motivation, and effective language acquisition by emphasising the practical relevance of language skills and providing opportunities for active engagement.

Pedagogy Versus Andragogy

Pedagogy and andragogy are distinct educational approaches tailored to different learner groups. Malcolm Knowles distinguished adult education from children’s education in his earlier years. (Knowles, 1973). Pedagogy, derived from the Greek words “paid” (child) and “agogos” (leading), is focused on teaching children. It often involves a structured, teacher-centered approach where the teacher is the primary source of knowledge and instruction. In pedagogical settings, learning is guided by the teacher, emphasising direct instruction, memorisation, and adherence to a set curriculum. The classroom dynamic tends to be hierarchical, with the teacher assuming an authoritative role in guiding students’ learning experiences.

Andragogy, on the other hand, is focused on teaching adults. Derived from the Greek words “andra” (man) and “agogos” (leading), it recognises that adults have unique characteristics and motivations that shape their learning preferences. Andragogy adopts a learner-centred approach, where adults take an active role in directing their learning process. It prioritises self-directed learning, problem-solving, and practical application of knowledge. In pedagogical settings, the educator acts as a facilitator or guide, supporting adult learners in setting their learning goals and navigating their educational journey.

While pedagogy centres on teaching children in a structured environment, andragogy recognises adult learners’ autonomy and distinct needs, emphasising self-directed learning and the practical application of knowledge. Adult Education Principles The six principles of adult learning, often referred to as andragogy, serve as a cornerstone in comprehending the dynamics of adult education. These principles offer a structured framework that illuminates the nuances of adult learning processes, equipping educators with valuable insights to navigate and optimise the teaching-learning journey for adult learners.

Need to know

As Knowles underscored, adult learners possess distinct needs that must be acknowledged to facilitate effective learning. Firstly, they require clarity regarding the subject matter-understanding what they are learning, why it holds significance, and how the learner applies it in real-world scenarios. The need for relevance and applicability is a cornerstone for adult learning, ensuring the acquired knowledge and skills resonate with their personal and professional lives.

Experience

Experience is a corner-stone of adult learning, profoundly enriching the educational journey. Unlike children, who are relatively devoid of extensive life experiences, adult learners bring a wealth of personal and professional experiences to the learning environment. These experiences serve as valuable resources, allowing learners to draw connections, contextualise information, and deepen their understanding of the subject matter. By integrating personal experiences into the learning process, adults can make meaningful connections and derive greater relevance from the educational content.

Self-concept

Self-concept is a pivotal aspect of adult learning, distinguishing it from pedagogy aimed at children. Adult learners possess a developed sense of self shaped by years of life experiences, responsibilities, and aspirations. Recognising this individuality, educators must provide opportunities for hands-on learning experiences that cater to adult learners’ diverse needs and interests. By fostering a learning environment honouring their unique identities and preferences, educators can empower adult learners to actively engage with the educational content and achieve their learning objectives.

Readiness

Readiness is a critical factor in adult learning, reflecting the learners’ eagerness to apply newly acquired knowledge and skills immediately. Unlike traditional pedagogical approaches that emphasise rote memorisation and passive learning, adult learners value the practical relevance of the educational content. They seek opportunities to apply their knowledge in real-life contexts, enhancing their understanding and retention of the material. By addressing this need for immediacy and practicality, educators can create dynamic learning experiences that resonate with adult learners and foster meaningful engagement.

Problem orientation

Problem orientation lies at the heart of adult learning, guiding learners toward educational experiences that address real world challenges and deliver tangible benefits. Adult learners are motivated by the prospect of acquiring knowledge and skills that directly contribute to their personal and professional growth. Thus, learning activities must be purposeful, offering opportunities for learners to solve real-world problems, make informed decisions, and achieve meaningful outcomes. By aligning educational experiences with the learners’ problem-solving orientation, educators can cultivate a sense of purpose and relevance that fuels motivation and engagement.

Maslow’s Hierarchy of Needs

Figure 1  https://www.simplypsychology.org/maslow.html

Intrinsic Motivation

Intrinsic motivation is a potent driving force for adult learners, fueling their desire to acquire new knowledge and skills for reasons beyond external pressures or incentives. According to Maslow’s (1970) theory on human motivation, according to the hierarchy of needs, the bottom of the pyramid is the physiological needs. Safety, love/ belonging, self-esteem, and self-actualisation are the remaining levels. (Merriam etal.,2007) While external factors such as job requirements may influence motivation to some extent, the intrinsic drive rooted in per- sonal interests, passions, and aspirations propels adult learners for- ward.

Figure 2. Andragogy in Practice (Knowles, Holton, and Swanson 1998).

Adult motivation to learn is intrinsic and linked to the. Educators must strive to understand and leverage this inherent motivation, tailoring educational expe- riences that resonate with the learners’ goals and aspirations. By tapping into this innate drive, educators can cultivate a learning environment that inspires passion, curiosity, and life- long learning among adult learners.

Supporting Adult Learner Autonomy

Various strategies can be applied to foster self-directed learning among adults to support learner autonomy. It’s fundamental to recognise that adult learners desire to actively engage in their learning process, not merely passively receiving information. Thus, providing opportunities for participation and customisation in their learning journey is imperative.

One strategy to empower adult learners is tailoring learning experiences to their needs and interests. It can involve encouraging exploration of learning opportunities beyond the confines of the classroom. By embracing creativity, educators can design experiences that resonate with learners personally, offering authentic contexts where they can apply their knowledge and skills. This approach enhances the relevance and authenticity of the learning experience and facilitates real-time learning, enriching the educational journey for adult learners.

Providing Resources for Independent Language

Learning

Offering resources for independent language training is paramount in adult education. Adult learners possess the autonomy to progress at their own pace, capitalising on their inherent capacity for self-directed learning. This freedom empowers them to seek enrichment beyond the structured classroom curriculum, eliminating the constraints of waiting for specific topics to be covered. Learners can choose resources that align with their learning by providing avenues for independent study, whether through online courses, language apps, or self-study books. Learners can tailor their learning experience to suit their individual preferences, fostering a sense of ownership and motivation. The ability to learn at their own pace accelerates their progress and fosters a sense of ownership over their learning journey. Through online courses, language apps, or self- study books, learners can choose resources that align with their learning preferences, further enhancing engagement and motivation.

Incorporating Technology in Language Training Integrating technology into language training is a readily available resource that enriches learners’ learning experience. With the advent of technology, many interactive programs and second language training apps are at learners’ disposal. These resources supplement classroom instruction, providing learners with additional opportunities to reinforce their learning, practice new skills, and address areas of weakness.

Task-Based Learning

Task-based learning emphasises the practical application of language skills, provides immediate relevance, and correlates with the 5th principle of adult education: orientation to learning, which is problem-centred and con- textual (Knowles et al. 1998). Learners engage in tasks that they encounter in real- life situations, providing them with opportunities to apply the language they’ve learned in authentic contexts. For example, the learner can be asked to call somewhere to request information on a service, such as making hotel reservations, ordering at a restaurant, talking to a customer service agent to place an order, etc.

This approach immerses the learners in tasks that align with their goals and interests. The educators call attention to the intrinsic motivation that drives the adult learner’s language acquisition journey. Whether learners are acquiring language skills for academic, professional, or personal reasons, task- based learning reaffirms the practicality and utility of their linguistic proficiency, fostering a deeper under- standing and appreciation for the language-learning process.

Project-based Learning

Project-based learning and real-world applications encompass a diverse array of possibilities. For instance, students may engage in projects conducted entirely in the target language, such as delivering presentations on topics relevant to their professional roles, explaining the functionality of equipment or tools, or even demonstrating cooking techniques and recipes. The options are extensive and can be tailored to individual learners.

When selecting projects, students are encouraged to choose topics that resonate with their personal lives or professional endeavours. By aligning projects with learners’ intrinsic motivations and interests, educators uphold the principle of meeting learners where they are. This approach sustains learners’ motivation and under- scores their language skills’ immediate relevance and applicability in authentic settings. Ultimately, educators empower learners to actively engage with the language and apply their skills confidently and proficiently by integrating Project-Based Learning and real-world applications into language instruction.

Successful implementation of innovative methodologies

Incorporating personal interest topics enables learners to contextualise their learning in real- world scenarios. It sustains their engagement and underscores the practical relevance and utility of the acquired knowledge. Whether it pertains to applying language skills in personal or professional endeavours, learners perceive a direct correlation between their language proficiency and its tangible benefits.

Moreover, linking language learning to real- life contexts enhances learners’ readiness and ability to apply their knowledge in real-time situations. The tangible connection between classroom learning and practical application rein- forces the importance of acquiring language skills, as learners see firsthand how language proficiency directly benefits them in their daily activities.

In essence, by integrating personal interests and real- life contexts into language learning activities, educators ensure that learners acquire language skills and understand their relevance and applicability. This hands-on approach rein- forces the immediacy and practicality of language acquisition, compelling learners to recognise the intrinsic value of mastering linguistic skills in their day- to-day interactions.

Balancing Communicative activities with grammar Instruction

While advocating for a communicative approach, we do not dismiss the importance of grammar instruction. However, we acknowledge that adult learners bring life experiences to their learning journey and seek to apply their knowledge actively. Rather than presenting grammar as a mere down- load of information, we propose a method where students uncover gram- mar rules themselves.

This approach entails immersing students in contextualised activities, such as viewing videos or listening to audio clips featuring the application of targeted language structures. Instead of delivering rules directly, we encourage students to discern grammar patterns within the context, prompting them to analyse how language mechanics operate in real-world scenarios. This approach stimulates their cognitive faculties, fostering a more profound comprehension of language intricacies.

The teacher is facilitative in this method, guiding learners to uncover gram- mar rules through active participation. Rather than simply imparting information, the teacher prompts

¬ understanding of their strengths and weaknesses, empowering them to navigate their learning journey effectively. Conversely, summative assessment benchmarks learners’ proficiency against established standards, ensuring comprehensive evaluation and fostering continuous improvement. Thus, maintaining equilibrium between the two assessment approaches is crucial for facilitating meaningful language acquisition experiences for adult learners.

4.0 Conclusion

To conclude, this exploration has shown that acquiring a second language doesn’t have to be a dry, repetitive exercise devoid of context or joy. It’s about infusing fun and authenticity into the learning process, allowing learners to embrace their curiosity, make mistakes, and truly engage with the language.

Technology emerges as a game-changer here, offering many tools like interactive videos and language apps that seamlessly integrate into our lives. These resources make learning more accessible and enjoyable, making language acquisition a dynamic and personalised experience.

Moreover, by grounding language acquisition in adult education principles, we ensure that learning environments are inclusive and empowering. Recognising the diverse needs of adult learners and catering to their preferences fosters a sense of ownership and motivation. Lastly, finding the right balance between formative and summative assessments is critical. These assessments track progress and empower learners to take charge of their learning journey, building confidence and satisfaction.

By embracing fun, authenticity, and technology while staying true to adult education principles, we can create a more enriching and fulfilling second language acquisition experience.

References

Knowles, M. S.(1970). The Modern Practice of Adult Education: Andragogy Versus Pedagogy Cambridge Books, New York.

Knowles, M.S. (1984). The Adult Learner: A Neglected Species. Houston: Gulf.

Knowles, M., Holton, E.F, Swanson,  R.A.,  (1998). The Adult Learner. The Definitive Classic in Adult Education and Human Resource Development, 6th ed. Else vier , Butterworth, Heineman. Amsterdam, Boston, Heidelberg, London, New York, Oxford, Sandiego, San Francisco, Singapore, Sydney, Tokyo.

Maslow,  A. H.  ( 1970). Motivation and Personality, 2nd ed. Harper Collins, New York.

Maslow’s Hierarchy of Needs. Available: Maslow’s Hierarchy of Needs (sim- plypsychology.org)

Merriam, S.B, Caffarella, R. S .,   Baumgartner, L.M. (2007). Learning in Adulthood, A Comprehensive Guide. 3rd ed. Jossey-Bass, San Francisco.

To understand the role of literature in today’s society, and how it can help towards societal progression.

Keywords:

Literature, Society, Karl Marx, Shakespeare

Bio

Dr Anjula Murmu is an academician, social worker, writer, singer, and an anchor in the domain of Dumka district in Jharkhand, India. Mentoring the students of PG Dept. of English at Sido Kanhu Murmu University, she too serves as an OSD(Academic) in the same University. She has penned down couple of Hindi poetries in two books: ‘Ardhashat par Purn Satya’ and ‘Darpan ko Arpan’. She has edited a collection of poetries, ‘Udte Parindon ka Asmaan’. Her works of art has been published in many magazines, souvenirs, books and newspapers.She is multilingual and has passion in bringing up the tribal women by shaping up their future through the words of knowledge and creativity. In India she has been awarded for such activities by different organizations

Abstract

Literature is a medium through which communication occurs between the writer and readers. The way in which content is written can be misconstrued or taken as a positive source of knowledge. However, the need for authenticity and validity has been questioned in today’s society, with the amount of ‘fake’ news circulating on social media platforms. In addition, literature can make or break an individual’s life.

This research aims to understand the role of literature in today’s society and how it can help towards societal progression. Literature written well can provide individuals with thought provoking ideologies and become a source of inspiration. It is a dominant component of life particularly in the field of research where it provides individuals in today’s society with historical artifacts strengthening a nations culture and heritage.

Through studying literature written by historic authors and writers including novels, poetic works and research, modern day individuals have a deeper insight into understanding the challenges and beauty of life and relationships. Literature has the power to transform life perspectives and facilitate societal change. From authors like Shakespeare to Karl Marx they have created a great impact upon global societies through their work. Where Shakespeare’s work revealed strong themes still relevant in today’s society like the power of love, death, free will, power, fate and ambition, Karl Marx was instrumental in providing important ideologies for a society transitioning to industrialisation from agriculture affecting numerous nations.

Introduction

Literature is a medium through which individuals can read historical documentation written by individuals to learn about life on earth (Austin, 2022). Through this, readers of literature can culminate a better understanding of notions and ideologies relating to numerous topics, facilitating cultural and societal progression. Literature can enrich the mind of readers on any subject they desire (Magulod, 2018). Within society today, literature is available on a multitude of subjects that can be utilised for educational or recreational leisure purposes. They can provide an insight of historical events, simultaneously provide entertainment for the reader and facilitate personal growth (Somani, 2020). Literature can be found in the form of physical manuscripts, books, journals, artifacts in addition to technological mediums where online literature is available at one’s fingertips. The accessibility of literature provides an opportunity for readers to study content and process it as knowledge. Individuals have the intellectual capacity to transform true belief within literature to knowledge and into an opportunity (Peels, 2020).

Thereafter it can be applied with positive intentions in today’s world, contributing towards societal betterment. However, if knowledge gained is utilised through a negative intention it can result in detrimental results for societies. The way in which content is written can be misconstrued or taken as a positive source of knowledge. However, the need for authenticity and validity has been questioned in today’s society with the amount of ‘fake’ news circulating on social media platforms. In addition, literature can make or break an individual’s life (Clarke, 2021).

Societal progression throughout history is documented through literary mediums which can help measure societal development. Within literature, readers can find common themes transcribed through a multitude of thought processes. Different facets of the lives of individuals in societies are portrayed allowing readers to use their imagination and develop creative traits. When individuals read good literary work, they are subjected to thought provoking ideas and a medium through which knowledge acquisition can be achieved. In contrast, when individuals are not exposed to classic literature, they do not have the opportunity to acquire knowledge and loose an opportunity to be facilitated towards personal growth.

Objectives

This research aims to understand the role of literature in today’s society and how it can help towards societal progression.

2.Results and Discussion

Literature written well can provide individuals with thought provoking ideologies and become a source of inspiration. It is a dominant component of life particularly in the field of research where it provides individuals in today’s society with historical artifacts, strengthening a nations culture and heritage. Through studying literature written by historic authors and writers including novels, poetic works and research, modern day individuals have a deeper insight into understanding the challenges and beauty of life and relationships (Zala, 2013). Literature has the power to transform life perspectives and facilitate societal change.

Literature provides a platform through which individuals can record their thoughts and feelings. However, the way ideologies are transcribed is an art that can relate to its readers, generate interest, and provide knowledge. This can be articulated through the language that is utilised, for example poets express their feelings through their poems, writing in a way that relates to readers creating an unspoken bond of understanding between the author and reader.

2.1 Importance of literature in the life of an individual

Literature is an important element of the life of an individual, particularly because it represents diverse languages, traditions, cultures, and heritages. It provides societies with a multitude of different experiences which can generate understanding and an introduction to novel experiences faced by others. Authors like Shakespeare to Karl Marx they have created a great impact upon global societies through their work. Shakespeare’s work revealed strong themes still relevant in today’s society like the power of love, death, free will, power, fate and ambition (McMahon, 2022). Karl Marx was instrumental in providing important ideologies for a society transitioning to industrialisation from agriculture affecting numerous nations (Hugh, 2012).

Figure 1

They provide individuals with an opportunity to embark upon a journey that can educate the mind while connecting to the imagination and emotions despite being written in words. Individuals are subjected to multiple lenses opening a window into the life of another individuals generating empathy and understanding. It can break down barriers, as literature has the power to provide an insight into what other people within societies have experienced within history and what they are currently experiencing. The journey of another is documented despite factual or fictional, literature can generate new thought processes and change existing ideologies through knowledge acquisition which is important for personal growth (Somani, UNDERSTANDING THE CONCEPT OF MOTIVATION AND LIFE SKILLS THROUGH LITERATURE, 2021).

2 .2 Literature and society

Literature plays a vital role in societal development particularly as it consumes a dual role. It can take a reflective and passive role, alternatively it can be an engaging and active role (Zala, 2013). The act of an individual reading related to the active role, through which individuals then generate concepts and ideas regarding the world and societies. This contributes towards personal development and can only occur when an individual is motivated to read and engage their thoughts. When an individual is at a crossroads within life, or unsure about their next step, they can be motivated through reading works written by renowned philosophers or writers that have cultivated strong ideologies. For example, after reading the work by Karl Marx an individual may agree or disagree with his thought processes and ideologies thereby deciding to embark upon becoming a social activist. Many personal decisions are influenced by reading literature.

In contrast, individuals can read literature to reflect and understand what others in society are thinking and feeling. It also provides an insight into the functionality of societies and why events in the past occurred. Through mistakes made within the past documented within literature, societies can correct mistakes within the future. For example, through the diary of Ann Frank readers can analyse events that occurred and what Jewish children and adults were going through as they hide from the Nazi’s in 1942. She was a victim of the Holocaust and is renowned for keeping a diary of her experiences (Museum, 2021).

Through literature, societies can generate empathy for others, impacting attitudes and mindsets resulting in altering societal thought processes. For example, an inspirational literary work can facilitate societies towards feeling motivated and enthusiastic towards creating positive change amongst people within societies. When literature has been successfully written and has resonated with numerous individuals in society, sometimes the literature can be adapted into a film. Harry Potter is an example of how literature has been converted into a film. It is “a film series based on the eponymous novels by J. K. Rowling. The series is produced and distributed by Warner Bros” (Wikipedia, 2022). In contrast, legislation is documented and provides a framework for law to be followed. Legal literature is thoroughly followed setting laws of lands and can be c hallenged if individuals break the law and can have severe repercussions. They provide guidelines for societies to follow and maintain law and order.

Figure 2

Conclusion

Individuals that enjoy reading literature are perceived to possess more knowledge to find solutions to challenges that today’s societies may face. The quality of literature is dependent upon the writer’s mindset and the clarity within which ideologies and notions are conveyed to readers. The write’s vision and outlook are documented within the literature and provide seeds of thoughts, and a foundation for future actions for their readers. Therefore, the role of literature is vital in today’s society, however readers should cultivate an open mind and seek to understand facts and viewpoints of the writer. Critical thinking skills should then be cultivated to form personal judgements of how teachings from literature can be utilised to help facilitate positive societal progression in today’s society.

References

Austin, S. (2022, 01 25). The Importance of Literature in Modern Society. Retrieved from Find courses: https://www.findcourses.co.uk/inspiration/hobby-fun-leisure-articles/the-importance-of-lit- erature-in-modern-society-17411

Clarke, J. (2021, 09 01). How Literature Can Change Your Life. Retrieved from Litwise: https://litwise.com/blog/how-litera-ture-can-change-your-life

Hugh, C. (2012). ‘Ideology and Law’, Marxism and Law, Marxist Introductions. Oxford Academic. Magulod, G. C. (2018). Innovative Learning Tasks in Enhancing the Literary Appreciation Skills of Students. SAGE Open.

McMahon, S. (2022, 04 02). Why Shakespeare is still relevant over 400 years since his death. Retrieved from Oxford Homeschooling: https://w- ww.oxfordhomeschooling.co.uk/blog/why-shakespeare-is-still-relevant-over-400-years-since-his-death/#:~:- text=His%20themes%20are%20timeless,That%20a lso%20makes%20them%20relatable.

Museum, U. S. (2021, 08 03). ANNE FRANK BIOG- RAPHY: WHO WAS ANNE FRANK? Retrieved from Unites States Holocoust Memorial Museum: https://encyclopedia.ushmm.org/content/en/arti- cle/anne-frank-biography

Peels, R. (2020). How Literature Delivers Knowledge and Understanding. The British Journal of Aesthetics, 199-222.

Somani, P. (2020). CURRENT TREDS IN MODERN DAY LITERATURE. . International Journal of Arts, Humanities and Social Science, 18-28.

Somani, P. (2021). UNDERSTANDING THE CONCEPT OF MOTIVATION AND LIFE SKILLS THROUGH LITERATURE. In M. R. Rajwade, D. M. Nerkar, S. R. Kosambi, & S. S. Waghmare, The Reflections of Pandemics on Literature, Culture and Society (pp. 10-20). Mauritius: LAP.

Wikipedia. (2022, 03 04). Harry Potter (film series). Retrieved from Wikipedia: https://en.wikipe- dia.org/wiki/Harry_Potter_(film_series)#:~:- text=Harry%20Potter%20is%20a%20film,%E2%80 %93%20Part%202%20(2011).

Zala, J. B. (2013). Literature and Society. Research in Humanities and Social Sciences, 26-31.