The present chapter explores possible relationships between pedagogic literary narration and learning through literature in English language classrooms. As the term ‘pedagogic literary narration’ developed from empirical research in EL1 contexts, with a focus on literary study rather than using literature for language learning, we expect understanding of the term to need some adjustment to account for the different pedagogic goals of EAL. In some contexts of the originating EL1 research, including primary and secondary schools, literary reading is developed alongside learning of EL1, combined in integrated curricula connecting the two areas. In EAL contexts, the English language itself is the object of instruction. Literary texts are similar to any other text that can be used in such contexts: they are resources for language learning. While teachers may spend some time raising students’ awareness of literature-related concepts (e.g., narration), that is generally not the end itself. This chapter explores what can be drawn from EL1 understanding of pedagogic literary narration and what must differ. How does pedagogic literary narration relate to the reading orientations required of EAL students, to the development of students’ English language learning, and to their socialisation through the sharing of their literary reading experience? We also explore the potential of pedagogic literary narration in teacher education and professional development.