The following essay explores the connection between pandemic dystopian fiction and a pedagogy of discomfort through a critical reading of The White Plague by Frank Herbert. It is advocated in this essay that a critical reading of the novel can give rise to uncomfortable topics related to living in a pandemic reality, which in turn can be incorporated in an ESL setting to encourage critical inquiry and action. Grounded in a thematic analysis of the novel, it is demonstrated that The White Plague can be used to discuss uncomfortable topics such as fear of biogenetic engineering, fear of others, nationalism, national identity, deglobalisation, violence against women, patriarchy, and traditional gender roles. Contextualised withincontemporary history, tradition, ideology, and recontextualised with the current COVID-19 pandemic, the essay confirms that a critical reading of The White Plague carries the potential to promote a pedagogy of discomfort inside an ESL classroom.

This study explores the potential application of George Orwell's novel 1984 in ESL instruction and its influence on promoting discussion among students on divisive political issues. The objective is to examine how the novel's underlying concepts of oppression, dictatorship, and propaganda could encourage critical thinking and social interaction among ESL students. The study considers cultural sensitivity, language skill levels, and the growth of intercultural competency as it examines the difficulties and advantages of adding 1984 into the ESL curriculum. This study sheds light on Orwell's portrayal of political dystopia and its consequences for deliberative democracy, offering valuable suggestions for using literature to foster critical participation in ESL classes. Moreover, the study examines the literary elements, ideas, and applicability of George Orwell's novel "1984" in contemporary culture. With an emphasis on the experiences of the main character Winston under a totalitarian government, the study analyses the utilisation of third-person perspective and language to portray a dystopian society. The effects of governmental control, alienation, and media manipulation are investigated to draw attention to the reflection of totalitarianism and its influence on personal freedom. The study accentuates the importance of studying 1984 from an educational standpoint and suggests utilising agony to encourage critical thinking and consideration of power, control, and personal freedom in the classroom.  Ultimately, the study examines the usefulness of George Orwell's novel 1984 for discussing contemporary political issues in ESL classes. Understanding the digital world is made more accessible by the analysis, which highlights the significance of politics, surveillance, and authoritarianism in contemporary society. Students can better analyse complex subjects and cultural influences by knowing the effects of tyranny, surveillance, and propaganda. Students should read and analyse such important works of literature to assess 1984's applicability and elicit moral and political debates. Future studies need to embrace the pedagogy of discomfort and consider other consequences. Ultimately, lesson objectives and timetables must be created to ensure that students effectively engage with the subject matter.