Extensive literature reading is a controversial area within EFL, both in terms of its effectiveness, and potential contribution to linguistic and cultural imperialism. This article considers the role of extensive literature reading in L2 acquisition from both innatist and critical perspectives. Set in the context of a development project at Awassa College of Teacher Education, Ethiopia (part of the wider English Language Improvement Program project across the country), this study debates whether--and how--extensive literature reading can be beneficial to students of English in school and tertiary education, and how any negative cultural consequences may be mitigated. (Contains 8 endnotes.)