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Many instructors are using literary texts along with language structure books in English as a Secondary Language (ESL) classrooms. Since literature is often written to portray a particular cultural or authentic experience, the material presented may not be familiar to ESL students. Also, the students may find such texts structurally complex and impossible to understand. To overcome these challenges, instructors need to implement strategies that will make the literary materials relevant anddoi:10.4304/jltr.2.3.561-568 fatcat:2enzp5kwfvfdvpk3g4efo3g7cu