Concerns over the portrayal of inappropriate values in a recent Malay television drama have sparked broader questions about responsibility in the communication of values through storytelling. This issue extends beyond visual media to literature, particularly texts used in educational settings for young people.

Stories—whether through television dramas, novels, short stories, or songs—offer representations of themes such as family, friendship, love, conflict, power, betrayal, and social behaviour. Through the actions and decisions of characters, audiences are invited to engage with and either admire, question, or reject the values depicted. However, there is a critical distinction between illustrating harmful behaviour and normalising it, with the way such behaviour is framed playing a key role. This places responsibility on both creators and consumers: writers must be deliberate about the messages they convey, while audiences bear responsibility for the values they accept.

A fictional character or narrative does not automatically serve as a role model, nor does depiction imply endorsement. Critical questions remain essential for readers, especially young learners who are in the process of forming their understanding of relationships and social norms. Among those questions are: Who is harmed by the behaviour shown? What are the consequences? Is the behaviour criticised, questioned, romanticised, or presented as normal?

These considerations are significant in the context of selecting literary texts for English as a Second Language (ESL) learners. Beyond developing language proficiency, reading literary texts introduces students to diverse perspectives on social and moral issues, fostering discussions on loyalty, responsibility, respect, justice, and power. Literature thus becomes a platform for values-based learning—not by prescribing beliefs but by enabling students to encounter human dilemmas, weigh different viewpoints, and reflect on outcomes.

Educators play a crucial role in ensuring that texts are appropriate and that the values within them can be critically examined. This responsibility is heightened in today's digital age, where young people grapple with rapid, fragmented content such as short videos and scrolling feeds. Sustained reading demands deliberate effort, requiring students to slow down, follow narratives, and interpret deeper meanings. For ESL students, additional challenges include unfamiliar language and cultural references, underscoring the importance of meaningful literary engagement to cultivate thoughtful reading habits.

Given that teachers cannot regulate all media exposure outside the classroom, the aim should not be to shield learners from every questionable text but to prepare them to critically evaluate what they encounter. Students, for instance, can be guided to ask themselves: What values does this story present? Do I agree with them? Are they appropriate in my cultural context? Could others interpret them differently?

Furthermore, the community as a whole has a role in nurturing critical discussions about values. Strong foundational values allow young readers to engage with diverse perspectives without losing their identity. Revitalising literature within language education is therefore about more than just language acquisition; it is about developing readers equipped to recognise, assess, and thoughtfully uphold the values that influence their lives. This collaborative process involves writers who create consciously, teachers who select and guide, learners who interpret and evaluate, and communities that observe and question. Together, these components form the basis of a healthy reading culture.