'Metaphor' captures the zeitgeist of the 21st Century for reaching a climactic scene on the stage of cognitive linguistics, literary studies, and Second Language (L2) teaching. Important though, in Algerian English as Foreign Language (EFL) literature classrooms, metaphor plays a peripheral role in education, as it scarcely appears either as part and parcel device in literature analysis or as a means for strengthening the understanding of poetry. However, even in those literary spaces where it visibly manifests itself, learning the metaphoric language does not touch a chord with the learners. The persistent issue is that many Algerian instructors are still employing threadbare, transmissive modes of instruction that fail deceptively to reach satisfying scholarly ends. In this sense, the fulcrum aim of this study is to explore the effectiveness of repositing metaphor inside the poetry curriculum. Correspondingly, it proposes the integrated-model as a state-of-art teaching framework. The primary question that this study seeks to answer is whether teaching poetry via an integrated approach may act as a stimulus for enhancing students' Metaphoric Competence (MC). The secondary subsidiary endeavour is to diagnose the different intricacies that the learners confront along that process. Guided by these incentives, the researcher has carried an empirical study (pre/posttest) with forty-first year EFL Algerian students from Tlemcen University using four poems as evaluative materials. To analyze the effectiveness of the experiment using SPSS, the inquirer has opted for the Paired-Samples t-Test to check whether the paradigm shift in the same group of participants' grades is statistically significant or not. Substantially, this study reveals that the implementation of an integrated framework to instruct poetry provides a springboard for remarkable betterments in the area of MC. This progress is evidenced by its ability to revitalize the learners' cognitive potentials to comprehend, interpret, and evaluate conceptual metaphors embedded in poetry. In an unfavourable note, this study has also dropped the veil on some language difficulties that the students face in the course of metaphor analysis, that stem mainly from the low exposure to the target language (TL), and the poor engagement with the different literary modes of expression. Finally, for the hope of honing (MC) inside the Algerian EFL classes, it is fervently recommended that the teachers assist their learners actively in well-defined figurative-oriented assignments that focus on raising the awareness of the L2 conceptual mapping. Technological aids are also a solicited constructive teaching material that may make poetry draw a new breath of life inside the classroom and beyond.

On the 21st century scent of educational development, ‘dialogism’ hogs the limelight of leading academics, mapping ergo a stiff stronghold for active learning pedagogies. Regarding the field of literature more sensibly considered in English as Foreign Language (EFL) context, the plea for embracing interactive talks reverberates discernably in the air, yet, engaging practices are still an overlooked real-world praxis. Given this reality, the current paper endeavours to endorse the implementation of a new dialogic model that extrapolates its foundation-stone techniques from both of Bakhtin’s (1983) discursive dialogues and Socratic argumentations. The pertinent problematics in this study is to investigate the effect of this model on enhancing learners’ higher-order critical thinking skills (HOTSs). To fulfil this target, the researcher has embarked on an Experimental Study based on a pre/post-testing, carried on painstakingly with second-year EFL students at Oran2 University, Algeria. Substantially, after appraising the treatment results through SPSS, the study reveals that adopting such a dialogic model is a robust sinew for “Bloometizing” EFL literature classroom, namely by stimulating and revitalizing the learners’ cognitive reasoning potentials at a very high complexity. Besides, in-class interactions help the students build empathy with literary texts and strengthen their analytical strategies. From this vantage point, the paper, finally, hopes that teachers adopt this dialogic model as a fitting instructional capstone to bringing literature back to life before the learners’ eyes and to add the ‘wow’ factor inside literature classrooms.

'Metaphor' captures the zeitgeist of the 21st Century for reaching a climactic scene on the stage of cognitive linguistics, literary studies, and Second Language (L2) teaching. Important though, in Algerian English as Foreign Language (EFL) literature classrooms, metaphor plays a peripheral role in education, as it scarcely appears either as part and parcel device in literature analysis or as a means for strengthening the understanding of poetry. However, even in those literary spaces where it visibly manifests itself, learning the metaphoric language does not touch a chord with the learners. The persistent issue is that many Algerian instructors are still employing threadbare, transmissive modes of instruction that fail deceptively to reach satisfying scholarly ends. In this sense, the fulcrum aim of this study is to explore the effectiveness of repositing metaphor inside the poetry curriculum. Correspondingly, it proposes the integrated-model as a state-of-art teaching framework. The primary question that this study seeks to answer is whether teaching poetry via an integrated approach may act as a stimulus for enhancing students' Metaphoric Competence (MC). The secondary subsidiary endeavour is to diagnose the different intricacies that the learners confront along that process. Guided by these incentives, the researcher has carried an empirical study (pre/posttest) with forty-first year EFL Algerian students from Tlemcen University using four poems as evaluative materials. To analyze the effectiveness of the experiment using SPSS, the inquirer has opted for the Paired-Samples t-Test to check whether the paradigm shift in the same group of participants' grades is statistically significant or not. Substantially, this study reveals that the implementation of an integrated framework to instruct poetry provides a springboard for remarkable betterments in the area of MC. This progress is evidenced by its ability to revitalize the learners' cognitive potentials to comprehend, interpret, and evaluate conceptual metaphors embedded in poetry. In an unfavourable note, this study has also dropped the veil on some language difficulties that the students face in the course of metaphor analysis, that stem mainly from the low exposure to the target language (TL), and the poor engagement with the different literary modes of expression. Finally, for the hope of honing (MC) inside the Algerian EFL classes, it is fervently recommended that the teachers assist their learners actively in well-defined figurative-oriented assignments that focus on raising the awareness of the L2 conceptual mapping. Technological aids are also a solicited constructive teaching material that may make poetry draw a new breath of life inside the classroom and beyond.

‘Metaphor’ captures the zeitgeist of the 21st Century for reaching a climactic scene on the stage of cognitive linguistics, literary studies, and Second Language (L2) teaching. Important though, in Algerian English as Foreign Language (EFL) literature classrooms, metaphor plays a peripheral role in education, as it scarcely appears either as part and parcel device in literature analysis or as a means for strengthening the understanding of poetry. However, even in those literary spaces where it visibly manifests itself, learning the metaphoric language does not touch a chord with the learners. The persistent issue is that many Algerian instructors are still employing threadbare, transmissive modes of instruction that fail deceptively to reach satisfying scholarly ends. In this sense, the fulcrum aim of this study is to explore the effectiveness of re-positing metaphor inside the poetry curriculum. Correspondingly, it proposes the integrated-model as a state-of-art teaching framework. The primary question that this study seeks to answer is whether teaching poetry via an integrated approach may act as a stimulus for enhancing students’ Metaphoric Competence (MC). The secondary subsidiary endeavour is to diagnose the different intricacies that the learners confront along that process. Guided by these incentives, the researcher has carried an empirical study (pre/posttest) with forty-first year EFL Algerian students from Tlemcen University using four poems as evaluative materials. To analyze the effectiveness of the experiment using SPSS, the inquirer has opted for the Paired-Samples t-Test to check whether the paradigm shift in the same group of participants’ grades is statistically significant or not. Substantially, this study reveals that the implementation of an integrated framework to instruct poetry provides a springboard for remarkable betterments in the area of MC. This progress is evidenced by its ability to revitalize the learners’ cognitive potentials to comprehend, interpret, and evaluate conceptual metaphors embedded in poetry. In an unfavourable note, this study has also dropped the veil on some language difficulties that the students face in the course of metaphor analysis, that stem mainly from the low exposure to the target language (TL), and the poor engagement with the different literary modes of expression. Finally, for the hope of honing (MC) inside the Algerian EFL classes, it is fervently recommended that the teachers assist their learners actively in well-defined figurative-oriented assignments that focus on raising the awareness of the L2 conceptual mapping. Technological aids are also a solicited constructive teaching material that may make poetry draw a new breath of life inside the classroom and beyond.

On the 21st century scent of educational development, ‘dialogism’ hogs the limelight of leading ‎‎academics, mapping ergo a stiff stronghold for active learning pedagogies. ‎Regarding the field of literature more sensibly considered in English as Foreign Language (EFL) ‎‎context, the plea for embracing interactive talks reverberates discernably in the air, yet, engaging ‎‎practices are still an overlooked real-world praxis. Given this reality, the current paper ‎endeavours ‎to endorse the implementation of a new dialogic model that extrapolates its foundation-‎stone ‎techniques from both of Bakhtin’s (1983) discursive dialogues and Socratic argumentations. The ‎pertinent ‎problematics in this study is to investigate the effect of this model on enhancing ‎learners’ higher-order critical thinking skills (HOTSs). To fulfil this target, the researcher has ‎embarked on an ‎Experimental Study based on a pre/post-testing, carried on painstakingly with ‎second-year EFL students ‎at Oran2 University, Algeria. Substantially, after appraising the ‎treatment results through SPSS, the ‎study reveals that adopting such a dialogic model is a robust ‎sinew for “Bloometizing” EFL ‎literature classroom, namely by stimulating and revitalizing the ‎learners’ cognitive reasoning potentials at ‎a very high complexity. Besides, in-class interactions ‎help the students build empathy with ‎literary texts and strengthen their analytical strategies. ‎From this vantage point, the paper, finally, hopes that teachers adopt this dialogic model as a ‎fitting instructional capstone to bringing literature ‎back to life before the learners’ eyes and to add ‎the ‘wow’ factor inside literature classrooms.‎