Abstract
Poetry is considered one of the major genres of English Language Teaching (ELT); however, to my observation, many English teachers seem to neglect the role of teaching poetry in the Nepalese ELT context. In this paper, first I present the significance of literature in language teaching and poetry in secondary level ELT curriculum in Nepal. Then, I discuss two theories of learning: behavioristic and constructive. Reviewing previous studies and building on ELT experience, I argue that poetry not only helps develop English learners’ linguistic skills but also promotes students’ social and emotional abilities. Finally, I offer a couple of activities for teaching poetry in the ELT classroom.
Keywords: literature in language teaching, high school ELT curriculum, language skills, social and emotional abilities
Literature in English Language Learning
Literature in English language teaching (ELT) class helps to explore dialectical layers of meaning of life from the text (Lazar, 1993). So, there seems a need for discussion as such with our students for generating critical thinking in learning and understanding, where literature can provide a wonderful resource to elucidate the multiple and context-driven meaning of the text. Literature can be taken as a medium to be familiar with all the cultural notions of the language such as history, theory, biography of the authors, custom, geography, politics, and art (Carter & Long, 1996; Lazar, 1993). Therefore, this is obvious that using literature in the language classroom for language learning is significant. Literary genres, such as poetry, essays, stories, dramas, fiction, etc. are highly supportive in enhancing linguistic skills as well as understanding societal happenings and issues.
Teaching poetry in the ELT classroom can be a rewarding experience for both teacher and students in understanding various contents. Poetry not only allows students to read but also provides the opportunity to be creative. Previous studies have shown that poetry can be one of the most important ELT resources (Hussein, 2004; Khansir, 2012; Simmons, 2014). Williams (2012) states poetry provides an opportunity to be more expressive and to have self-awareness from the real experience of life. Poetry is usually defined as a form of expression through the human experience of life and further adds that one can sometimes see the world beyond physicality. Additionally, poetry can help to cultivate four skills of learning such as creativity, communication, collaboration, and critical thinking. Yes, teaching poetry benefits students to improve overall literary and language skills.
Significance of Poetry in ELT
I believe teaching poetry is significant in the language classroom because it brings a positive impact on the social and emotional learning of the students. Being an ELT teacher of secondary level, I always enjoy teaching and bringing out new teaching pedagogy so that I can create a sort of enthusiasm in my students’ English language learning. However, based on my observation, I found students felt least comfortable and least interested due to the vagueness of words in poetry and their cultural and social context. Similarly, I also observed that my peers felt less comfortable while teaching poetry compared to the teaching of other genres of English literature.
In grade eleven’s compulsory English course, there are two sections of language learning. The first section underpins the value of language development and the latter the value of literature. Both sections have given equal weightage in the syllabus from classroom to exam point of view. The Secondary Education, Grade 11 &12 Curriculum (2019) states overarching objectives for all the English language courses for grades 11 and 12. Although 25% weightage is allocated to the poetic genre in grade 11 and 12 English curricula (Secondary Education, Grade 11 &12 Curriculum, 2019), based on my personal observation, I argue that classroom emphasis on poetry has remained obviously inadequate in teaching and learning.
Poetry in Secondary Level ELT Curriculum
The grade eleven’s English curriculum has laid an important place of poetry in English language teaching and learning because 25% of genres are included from poetry in the textbook, while other genres include short stories (35%), essays (25%), and one-act plays (15%) (Secondary Education, Grade 11 &12 Curriculum, 2019). Therefore, teaching poetry cannot be disregarded in secondary-level English language classrooms in the Nepalese context. Further, I believe that teaching poetry has many advantages in students’ lives. Teaching poetry can have positive impacts on the social and emotional learning of the students. Rachmatia (2015) states that there are many benefits of using poetry in the classroom: first, poetry stimulates positivity in the students. Next, it encourages their creativity in the learning process. Despite this fact, to my personal observation, teaching poetry is not taken seriously as it is envisioned in the high school ELT curriculum in Nepal, and as a result, high school students in Nepal consider poetry as the most difficult genre.
Two School of Thoughts of Language Learning
A theory can help and guide to learn about reality from a different and unique perspective. The English language teachers can investigate and collect the raw information from the classroom experience and theory can help to amalgamate laws, hypotheses, and facts. Watson (1913) establishes the behaviorist learning theory in language learning. It focuses on behavioristic learning processes and habit formation. A child’s mind is considered as a ‘blank slate’ of paper that can only be groomed by external stimuli of real-life data or experience. A teacher with a behaviorist mindset takes the classroom as a teacher-centered environment where teachers themselves, textbooks, and other supporting materials are the major sources of knowledge (Rao, 2018). This approach can be useful for making students recite stanzas of poems.
Another equally cited theory of language learning is constructivism that views learning as an interpretive, recursive, and non-linear process whereby the physical and social world can help dynamic learners to be more interactive with their surroundings (Fosnot, 2005). There are two schools of constructivism in use, namely cognitive constructivism, and socio-cultural constructivism (Rao, 2018). According to the theory, learning is just an active process in which students construct new ideas and concepts based on past and present language knowledge. I believe that this teaching approach can be more effective in ELT, especially for teaching literature.
Use of Poetry in ELT Classroom
The use of poetry in the English language classroom has been one of the major research areas in ELT (Cubukcu, 2001; Cumming, 2007). Poetry is advantageous in several ways in enhancing students’ language skills: It helps students develop English language skills along with vocabulary; teaching poetry has become a great form of self-expression and co-construction; poetry has the capacity to educate more than a fundamental comprehension both in and out of academics. Cubukcu (2001) adds that teaching poetry in the ELT classroom increases students’ creativity since students are free to make it an open-ended interpretation.
Group activities are very useful to elicit creative interpretations from the students. The group activities support both the teaching-learning process and personal creativity. Cubukcu (2001) further adds that applying socio-constructivism to observe poetry teaching accelerates the students’ creativity. This also helps to meet the goal of 21st-century learning skills of collaboration and creativity. Based on my teaching experience I argue that teaching with a behaviorist mindset lowered the interest in reading poetry whereas a constructive approach increased the learning interest in classroom activities. Likewise, Cumming (2007) emphasizes that poetry is very powerful in fostering critical thinking and creativity. Active classroom participation in-group work brought changes in students’ perception of poetry learning that consequently enhanced language performance.
Poetry can bring a healthy exit for flowing emotions (Simmons, 2014). This encourages students to share their ideas freely where they can connect to their personal feelings in the form of poetic genres. Poetry also enables teachers to motivate students in practicing and reading poetry that can foster trust and empathy among the class while speaking and listening to English. In my ELT classroom, I also embrace behavioristic theory. I often allow them to choose poetry for the recitation of their choices. This reinforces the ability of reading, writing, and understanding the text. I also try establishing a niche of poetry in the classroom and teaching a poem with backing music to keep the children involved and receptive in learning a language well. With this collaborative approach, the high school students can become more enthusiastic in the language classroom.
Conclusion
Poetry is a powerful genre of English literature that helps English language learning. It provides students with not only linguistic skills but also their social and emotional abilities. Although the high school ELT curriculum has allocated 25% weightage for poetic genres (Secondary Education, Grade 11 &12 Curriculum, 2019), little emphasis has been given to teaching poetry in the classroom. So, there is a need of giving adequate emphasis in teaching and this can bring even better learning outcomes in the ELT classroom. Applying both the constructivist approach and behavioristic approach to teaching poetry can be helpful for enhancing students’ language skills and making meaning of the poetry.
References
Carter, R., & Long, M.N. (1996). Teaching literature. Longman.
Cubukcu, F. (2001). Use of poetry for EFL purposes [Unpublished manuscript]. Izmir: Dokuz Eylul University.
Cumming, R. (2007). Language play in the classroom: Encouraging children’s intuitive creativity with words through poetry. Literacy, 41(2), 93-101.
Fosnos, C. T. (2005). Constructivism: Theory, perspectives, and practice (2nd ed.). Teachers College Press.
Hussein, H. (2004). Using poems to teach grammar. TESL Journal, 10(5), 258-263.
Khansir, A. K. (2012). Teaching poetry in the ELT classroom. International Review of Social Sciences and Humanities, 3(1), 241-245.
Lazar, G. (1993). Literature and language teaching: A guide for teachers and trainers. Cambridge University Press.
Rachmatia, M. (2015, February 7). Poetry as a teaching resource in ELT classroom [Paper presentation]. Region Sumatera TEFLIN, Fourth Conference, Sriwijaya University, Indonesia.
Rao, X. (2018). University English for academic purposes in China. Springer.
Secondary Education (Grade 11 &12) Curriculum. (2019). MOE, Curriculum development center. https://edusanjal.com/news/grade-11-12-new-curriculum/
Simmons, A. (2014). Why teaching poetry is so important. The Atlantic. https://www.theatlantic.com/education/archive/2014/04/why-teaching-poetry-is-so-important/360346/
Watson, J. B. (1913). Psychology as the behaviorist views it. Psychological Review,20(2), 158–177.
Williams, T. (2012). A therapeutic approach to teaching poetry: Individual development, psychology, and social reparation. Springer.
About the Author
Ms. Rejina K.C. works as an English Lecturer at Golden Gate International College, Kathmandu, Nepal. She has more than a decade-long experience as an ELT teacher from early childhood development (ECD) to the university level. Ms. K.C. is very interested in learning different ELT methodologies for fostering EFL students’ language competency and skills. As a passionate ELT teacher-researcher, Ms. K.C. is currently pursuing a Ph.D. degree at Kathmandu University, School of Education, Kathmandu. She has done an M.A. in English Literature from Tribhuvan University and an M.Phil. in Interdisciplinary Education from Pokhara University. Her research interests include Literature in Language Classroom, Creative Writing, and Teacher Wellbeing and Motivation.
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