Adaptation as Pedagogy: Rethinking Literature, Language, and Learning in the Multimodal Indian ELT Classroom

Abstract

Literary texts have long been used in English Language Teaching (ELT) to develop linguistic, interpretative, and cultural competencies. However, linguistic complexity and cultural distance can create challenges for learners in multilingual classrooms such as those in India. Literary adaptation, particularly the transformation of written texts into films and other multimodal forms, offers a valuable pedagogical resource for making literature more accessible while supporting language development. This paper examines how literary adaptation can function as pedagogy rather than merely as supplementary material in the Indian ELT classroom. Drawing on adaptation theory, multimodality, multiliteracies, and literature-based language teaching, it argues that comparing literary texts with adaptations can enhance vocabulary, reading, listening, speaking, writing, critical thinking, and intercultural awareness. The paper proposes an Adaptation-Based Multimodal ELT Model integrating literary reading, adaptation viewing, comparative analysis, language exploration, critical interpretation, creative re-adaptation, and reflection. It concludes that adaptation can meaningfully connect literature and language learning.