iarjelIARJELIARJEL2708-5120https://doi.org/10.47310/iajel.2021.v02i02.017The Interrelatedness between Literature in English and English Language in the Acquisition of Proficiency in English and Content Knowledge in Institutions of Higher LearningKabeloJosephRamolulaDepartment of Languages and Social Education-Faculty of Education, National University of Lesotho P.O. Roma 180 Maseru, LesothoThe paper explores a research based-appraised understanding and knowledge of the nature of the relationship between Literature in English and English Language as supposedly, close disciplines in relation to acquisition of proficiency in English and content knowledge of the two. The inquiry adopted the interpretivist/constructivist paradigm and qualitative approach. A case study was the type of qualitative approach wherein the Department of Languages and Social Education (LASED) in the Faculty of Education and Department of Language and Linguistics (DELL) in the Faculty of Humanities both at the National University of Lesotho (NUL) became the case. Data was collected from year three and year four students in LASED and DELL who major in the two disciplines. It was also generated from the lecturers who teach the same disciplines in the same departments. Data was collected through open-ended guided conversational Face-To-Face Interviews (FFOIs) with the lecturers and Focus Group Discussions (FGDs) with students purposely sampled from the case departments Castleberry and Amanda’s [1]. Thematic Analysis was used to analyse data. Language in/for/with language, Structuralism and schema theories formed the basis for this study. The study shows that there is inherent relationship between Literature in English and English Language as academic disciplines and such a relationship is pedagogical and can enhance acquisition of proficiency in English and content knowledge to learners especially those who major in the two disciplines.