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

Oct 15, 2026

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Poetry has often been sidelined in language teaching, despite its capacity to broaden human experience and support language awareness. To address the undervalued role of literature in the classroom, the article proposes a poetry-teaching (POT) framework linking literary content with language-teaching methodology. A step-by-step procedure was tested with 21 student teachers through micro-teaching, reflective diaries, stimulated recalls, and interviews.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages15

Reading Time38 min

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Article INFO

ABSTRACT

INTRODUCTION

REVIEW OF LITERATURE

Advances in Language and Literary Studies ISSN: 2203-4714 [www.alls.aiac.org.au](www.alls.aiac.org.au) | Implementing Poetry in the Language Class: A Poetry-Teaching Framework for Prospective English Language Teachers
Safiye İpek Kuru Gönen*
Department of English Language Teaching, Anadolu University
Corresponding Author: Safiye İpek Kuru Gönen, E-mail: [ipekkuru@anadolu.edu.tr](ipekkuru@anadolu.edu.tr) | | | --- | --- | | ARTICLE INFO
Article history | ABSTRACT
Poetry has often been neglected as a favorable tool for language teaching. What is more, its | | Received: April 19, 2018 | role to expand human experience and create language awareness has not been fully realized. | | Accepted: July 27, 2018 | As a reaction to often-underestimated value of including literature in the language class, this | | Published: October 31, 2018
Volume: 9 Issue: 5 | 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 | | Advance access: August 2018 | 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 | | Conflicts of interest: None | Teaching (ELT) department of a state university in Turkey to help them integrate the ideas of | | Funding: None | using poetry in a micro-teaching context. Prospective teachers acted both as learners and teachers | | Key words:
Literature and Language Teaching, Using Poetry in the Language Class, Poetry-teaching Framework, Incorporating Poetry into Language Teaching Methodology,
Pre-service Teacher Reflections | 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 ofa 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 materialselection 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. | INTRODUCTION Literature has long been rejected as a part of language teaching methodology (Carter, 2007) following the fall of Grammar-Translation Method. It is generally viewed as an artistic vein of study that has little or no role in enriching language learning experience. With the rise of the communicative approaches, the dethroned value of literature in the language class has been revised, and how to integrate literature in an L2 class to foster language development has become a recent issue (Bobkina and Dominguez, 2014) . Although much emphasis has been directed at the role of literature for language study, there has been no consensus among the practitioners about how to incorporate literature into language teaching (Lima, 2005) . In language teacher education, almost no place is reserved to guide pre-service teachers (PST henceforth) to use literary forms for language teaching purposes. Prospective teachers at many ELT departments are generally required to take various literature related classes, yet they may lack training to use literature for teaching English. They tend to see literature as a way to imp

FAQs

Why does the article argue that poetry is valuable for language teaching?

It explains that poetry is often neglected but can expand human experience, create language awareness, and support motivation, creativity, and self-expression while developing multiple skills.

What is the proposed poetry-teaching (POT) framework designed to do?

The framework is designed to bridge the gap between literature and language teaching methodology by offering a stepwise procedure and materials for incorporating poetry in future teaching practices.

How was the framework evaluated in the study?

The framework was presented to 21 prospective teachers in an English language teaching context using micro-teaching, followed by reflective diaries, stimulated recalls, and semi-structured interviews, with qualitative analysis of the results.

Oct 15, 2026

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