This paper examines several language learning and teaching experiences described in the literary works of Burroughs's "Tarzan of the Apes," Shakespeare's "Henry V," Scott's "The Jewel in the Crown," and Alcott's "Little Women." In all cases, the language being learned was not necessary for daily activities, yet each case demonstrates that language learning is more than learning pieces of lexicon or grammar. Learning is cultural and personal in context; sometimes coinciding, sometimes conflicting. Analysis findings reveal teaching methods both traditional and modern, with tremendous variation from induction association to learner-chosen words. The relationships of language and power and human and cultural identity through language are found, especially in "Henry V" and "Tarzan." It is suggested that perhaps the author's own language learning experiences affected his or her description and methodology in the texts. Most striking is the more modern learner-centered teaching approach and curriculum found in "Henry V,""Little Women," and "Tarzan"; in "Little Women," even affect is related to content of the learning materials. A Tarzan vocabulary is appended. (Contains 12 references.) (NAV)