iarjelIARJELIARJEL2708-5120https://doi.org/10.47310/iajel.2021.v02i02.027The Pedagogical Implications of the Interrelatedness between Literature in English and English Language in Acquisition of Proficiency in English and Content Knowledge in Higher EducationKabeloJosephRamolulaDepartment of Languages and Social Education-Faculty of Education, National University of Lesotho P.O. Roma 180 Maseru LesothoThe paper investigates the pedagogical implications of the interface between Literature in English and English Language as complimentary subjects in the enhancement of acquisition of proficiency in English and content knowledge of the two in Higher Education. The enquiry adopted constructivist paradigm and qualitative approach. A case study was a 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 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 collection tools used in this paper was 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 (TA) was used to analyse the data. Language in/for/with content theory, language and context as well as schema theories formed the basis for this study. The paper reveals that there are pedagogical implications in the interrelatedness of the two disciplines which can enhance acquisition of proficiency in English and content knowledge.