Abstract
It is a popularized consensus that literature develops the learners' linguistic competence as well as cultural competence. Accordingly, the teaching practices of literature have been tailored to adapt to the requirement of the EFL context. However, in this process, a digression occurred from the core of engaging the students in literary analysis; instead, the literary text is taught in banking model replica. The discursivity of a literary discourse requires the learners to use their interdisciplinary thinking to perform a transdisciplinary dialogue to decode and interpret a discourse. Teaching literature as a discursive discourse contributes to developing the learners' criticality through the use of interdisciplinary thinking. The recourse to an interdisciplinary teaching of literature would contribute to developing criticality by being exposed to a language of possibilities. The students will be actively involved in decoding the endophoric and the exophoric elements of the literary discourse. This interdisciplinary approach to teaching literature would foster criticality.
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