Abstract. This research investigates the longstanding divide between language development and literature, especially within language learning programs since 1945. It points out that literature, and poetry in particular, has frequently been marginalized in language curricula due to a transition from mere reading toward a more analytical study of literature. Traditionally, linguistics has focused on language at the sentence level, whereas literary criticism has emphasized interpretation, often overlooking the wider cultural implications. Although the grammar-translation method included literary texts, it did not successfully link these works to an understanding of culture, while the audiolingual method was even less adept at dealing with literature.Nonetheless, there has been a notable transition towards communicative language teaching, which has rekindled interest in incorporating literature into language instruction. Recent progress in reading and psycholinguistics backs this approach, stressing the importance of the reader's engagement in extracting meaning from texts. The conversation also delves into significant Romantic ideals, such as a deeper appreciation of nature, rich emotions, individual creativity, and the investigation of intricate human experiences, all of which enhance the usefulness of literature in language education