The use of English-language literature in South African college instruction for Black students, for many of whom English is a second language, is discussed, drawing on relevant literature. First, the conditions of the education of Black students in South Africa is reviewed, and it is suggested that this population often arrives in higher education without having been taught appropriate study skills, writing skills, learning strategies, or comprehension in English. Large classes in Black universities are also seen as a problem. Formidable linguistic, cultural, and formal barriers to Black student comprehension of English literary texts are borne out in student achievement patterns. Some educators suggest that more African material, both creative and critical, must be incorporated into the curriculum and that Eurocentric texts should be de-emphasized, while others feel that traditional literature instruction and language instruction are more appropriately separated. The introduction of new language teaching techniques and strategies in South Africa is outlined, and their potential role in comprehension of literature is examined. It is concluded that literature can provide both motivation for language acquisition and better understanding of the language itself. (MSE)