Literacy, English language, and English literature represent fundamentally different forms of knowledge and cognition. Treating them as interchangeable undermines conceptual clarity, overloads learners cognitively, compromises assessment validity, and weakens disciplinary integrity. A curriculum that distinguishes them—while allowing meaningful connections—produces clearer progression, fairer assessment, and deeper learning. Though, they could be considered taxonomical in that both Language and Literature require an adequate degree of literacy to access those curriculum.