Abstract
Inclusion of literature into ELT is regarded as a highly beneficial aspect of education. Given the generally accepted capability of literary texts to develop a whole range of abilities of the students, the authors of the study decided to focus mainly on the development of intercultural competence, since they consider it to be the dominant one.
The proposed study looks into the manner of creating the learning environment with selected literary texts of postcolonial literature and their influence on the development of intercultural competence of the upper-secondary-school students. The research takes the form of a case study scrutinized by means of the 3-A method of analysis.
The findings of our study highlight the importance of content-based teaching and also the vital role of the employment of aesthetic function of a text and the resulting emotional response in ELT.