This article discusses ways that the instruction of literature might be altered in undergraduate language and literature courses alike. It considers a broad spectrum of possibilities that may inspire different attitudes about the use of literature in foreign language classes at all levels, discussing how students can learn to analyze the ways that certain grammatical choices affect meaning and arguing for the development of language skills--particularly reading, speaking, and writing--through advanced levels of study. It focuses on the following: the use of literature in lower-level and language-focused classes; the use of literature in advanced grammar and composition classes; the value of incorporating second language acquisition (SLA) research findings and language program techniques into literature classes; models for incorporating linguistic analysis of literature into classes at various levels of instruction; and common ground for curricular development and interdisciplinary collaborative research. (Contains 60 references.) (SM)