Real language through poetry: a formula for meaning making

Hess, Natalie

doi:10.1093/elt/57.1.19

Cited by 16 publications

(11 citation statements)

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“…Such papers are even more noteworthy when we realise that they are often a description not of one experience, but of repeated experiences and indeed experimentation with literature in the classroom. Thus Cranston (2003) provides a large number of quick snapshots of different lessons in which she used poetry; Hess (2003, 2006) is in each case a description of a lesson used with different classes; Völz (2001) is an account of a number of years of using short fiction by the same writer; Diaz-Santos (2000) is based on three and a half years’ experience of using technothrillers in the classroom. Indeed, it is such papers that perform the bulk of the task of documenting teachers’ work, and through that, documenting what it is that is happening in language and literature classes.…”

Section: The Role Of Literature In Language Learning and Teaching: Thmentioning

confidence: 99%

The role of literature in instructed foreign language learning and teaching: An evidence-based survey

Paran¹

2008

Lang. Teach.

180

153

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The resurgence in the use of literature in language teaching has been accompanied by an increasing number of research articles in this area. Research (in a number of second languages) has looked at the type of interactions and the type of language that arise from classroom discussions about literature, as well as at the views of teachers and learners. Importantly, the reactions that learners have to incorporating literature in their language lessons are linked to the type of approach and type of task that are used in the classroom. The paper surveys the existing research, as well as evidence from practitioners about approaches that are used and the range of works and authors that are taught.

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Section: The Role Of Literature In Language Learning and Teaching: Thmentioning

confidence: 99%

The role of literature in instructed foreign language learning and teaching: An evidence-based survey

Paran¹

2008

Lang. Teach.

180

153

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“…Hence, the dialogical reflections of the PSTs underlined the power of using poetry in the language classroom for revealing emotions, unlocking personal reactions and shaping language learning into a more personal experience. As it was evident in a sample reflection on micro-teaching experience, through personal exploration and meaning-making process, poetry can foster more personal involvement in the language class (Hess, 2003), and strengthen social bonds among learners (Chanmann-Taylor et al, 2016).…”

Section: Discussionmentioning

confidence: 92%

“…Poetry also promotes literary appreciation by increasing cross-cultural awareness (Lazar, 1996), improving expressive abilities (Iida, 2016) and constructing social connections among students (Chanmann-Taylor, Bleyle, Hwang and Zhang, 2016). Using poems enhances more personal involvement in the language class to find a ground for expressing personal ideas within a larger human reality (Hess, 2003). As a result, poetry reading is assumed to have a facilitative effect on promoting linguistic and cultural knowledge (Hanauer, 2001).…”

Section: Introductionmentioning

confidence: 99%

Implementing Poetry in the Language Class: A Poetry-Teaching Framework for Prospective English Language Teachers

Gönen

2018

ALLS

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Poetry has often been neglected as a favorable tool for language teaching. What is more, its role to expand human experience and create language awareness has not been fully realized. As a reaction to often-underestimated value of including literature in the language class, this article proposes a poetry-teaching (POT) framework for language practitioners to bridge the gap between literature and language teaching methodology.Step-by-step procedure followed in the framework aimed at helping prospective teachers incorporate poetry into language teaching, while at the same time offering various materials and activities to be used in their future teaching practices. The proposed framework was presented to 21 student teachers at an English Language Teaching (ELT) department of a state university in Turkey to help them integrate the ideas of using poetry in a micro-teaching context. Prospective teachers acted both as learners and teachers while following the steps of the suggested framework, and reflected on this experience through reflective diaries and stimulated recalls of their teaching performances. They also took part in semi-structured interviews at the end of the study. Qualitative analyses revealed that poetry can have a place in language teaching by using a systematic and guided framework tailored to the features of a language classroom. With the help of the proposed framework, implementing poetry in the language class helped to promote motivation, creativity and self-expression along with multi-skill development and interaction among learners. However, incorporating poetry into the language class was challenging in terms of time and effort required and difficulties in material selection and design. This study suggests that poetry can become part of language teacher education. In this regard, this article proposes implications for teachers and teacher educators for the implementation of poetry in language teaching practice.

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“…Poetry also enhances literary appreciation through developing learners' cross-cultural awareness (Lazar, 1996), creates social connections among students (Chanmann-Taylor et al, 2016), and improves learners' expressive abilities (Iida, 2016). It has also been shown that using poems fosters a more personal involvement in the language class so that learners feel comfortable in expressing their ideas (Hess, 2003). The special feature of the poetic language, in which grammar and lexis are manipulated to suit the orthographical and phonological congruence and is characterised by the presence of various deviations from standard norms of language, has also been addressed in research as it makes this particular genre special to many language learners (McIlroy, 2013).…”

Section: Introductionmentioning

confidence: 99%

Cultivating Critical Thinking in Literature Classroom Through Poetry

Azizi

Lewandowska

et al. 2022

JECS

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Aim. The development of learners' CT is considered to be one of the most important skills in today’s fast pacing world. It has also been regarded as the mainstay of and an important component of literature teaching. However, this is one of those areas that was overlooked mainly in eastern culture in general and in the EFL classrooms in particular. Methods. To this end, to foster learners' critical thinking skills, a poetry program was specifically designed to draw learners’ attention towards the significance of CT. Through a case study approach, a poetry program with a focus on culture-specific information was incorporated into the course. Four female students were engaged in a number of tasks in which they gradually learned to think critically through reflecting on and evaluating the assigned poems. A checklist was generated and used to observe and rate students’ CT before and after the intervention through teacher diaries. Results and conclusion. Analysis of the case study data indicated that students’ CT had improved and they developed good critical habits as a result of their involvement in the intervention. Thus, it was concluded that poetry could be regarded as a useful and effective source for developing critical thinking skills among students.

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Real language through poetry: a formula for meaning making

Cited by 16 publications

References 0 publications

The role of literature in instructed foreign language learning and teaching: An evidence-based survey

The role of literature in instructed foreign language learning and teaching: An evidence-based survey

Implementing Poetry in the Language Class: A Poetry-Teaching Framework for Prospective English Language Teachers

Cultivating Critical Thinking in Literature Classroom Through Poetry

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