This paper argues for the use of literature for language teaching purposes. More important, it claims consistently that the use of literature for language teaching purposes can promote literary understanding and general linguistic awareness in col-lege students. It first reviews some issues underlying the literary curriculum and lit-erary pedagogy in colleges. In response to the problems identified, some suggestive accounts are made from broader theoretical perspectives for a pedagogic change. A “multi-directional approach” is then proposed for the teaching of literature. Follow-ing this model of language instruction, we have sought to provide a rationale for such an approach. The article may therefore be more theoretical and concerned with principles than classroom-oriented practice.