Abstract
The study is to aid in the ongoing writing of new K-12-aligned English textbooks by proving that the inclusion of non-native English literary texts in high school English textbooks can suitably address K-12’s goals. Contrary to how language and literature were integrated in English textbooks before the K-12 implementation, with a qualitative approach, this paper recommends a balanced representation of native and non-native English literary texts for students to (1) be aware of the “Englishes” used across cultures, (2) discover the purpose of the stylistic innovation and appropriation used in some texts, (3) find and accept their “third place” between their native culture and the new culture (Kramsch, 1993, p. 257), and (4) appreciate and respect cultural diversity. Ultimately, it is hoped that through these new textbooks, “the colonized man [would gradually vanish]” (Fanon, 1963) within the teachers and students who were once confined within the colonialist English pedagogy they had all been accustomed to.