Abstract
The use of poetry in the English language classroom can provide an effective and collaborative means of language learning. In this post, I will show some examples of picture poems, pattern poems and haiku, among others, showing that they are good ways of making English a means of personal expression, creativity and development, serving to reduce affective barriers in a nonthreatening learning environment. Introduction Poetry is everywhere, across language and culture. It is timeless. Poems can tell stories or describe beautiful vistas. They connect us with the world around us through universal emotions like love, hate, grief and wonder. Why is it absent from so many EFL classrooms? There is no denying that poetry can be very powerful, so why is it absent from so many EFL classrooms? Students often balk at the idea of studying poetry in class. They believe that their language skills are an insurmountable impediment to understanding poetry in English. Often, teachers also do not feel confident in bringing poetry to the classroom. They believe that teaching a subject to EFL students that native speakers sometimes struggle to comprehend is a daunting task. However, it can be done and there so many benefits for students and teachers alike. Why I like teaching poetry I have discovered the joy of teaching poetry while exploring it with my English language learners, and my students have been very enthusiastic about our poetry classes. Versatility: poetry is so versatile, which makes it a great form to use in the EFL classroom. There are so many types of poetry and so many different forms that eventually, each student is bound to find a poem or poet he or she enjoys! Language: poems can be used to introduce or practice new vocabulary, language structures, and rhyming devices, and shorter poems often give students a chance to explore an idea while working with a more manageable amount of text than a short story or essay. Culture: poetry opens an interesting historical and cultural window, from the epic poems of ancient civilizations to more modern political poems written during the 20th century, and students may already be quite knowledgeable about the poets and poems that are an important part of their heritage. Why not introduce them to other cultures as well? Personalisation: One of the things I like most about using poetry in the classroom is that I can usually create a lot of opportunities for personalisation. This means that the students have plenty to say, and the communication is genuine because they are talking about their own experiences or hypotheses. They are engaged and motivated, which helps to make the lesson and the language (and sometimes even the poem) memorable. Benefits Poetry offers wonderful opportunities for reading, writing, speaking, and listening practice. Poetry also gives students a chance to expand vocabulary knowledge, to play with language, and to work with different rhythms and rhyme patterns. Paying attention to vocabulary and rhythm develops oral language skills, and the development of oral language skills has a strong correlation to proficiency in reading. According to the Brazilian poet, Manuel Bandeira, ‘a poesia está nas palavras, se faz com palavras e não com ideias e sentimentos, muito embora, bem entendido, seja pela força do sentimento ou pela tensão do espírito que acodem ao poeta as combinações de palavras onde há carga de poesia.’ Poetry is in words, it is made with words and not with ideas and feelings, however, well understood, by the power of feeling or the tension of spirit that arises in the poet the word combination which becomes poetry. How to get started? It may be helpful to start the poetry classes by finding out what kinds of experiences your students have had with poetry. Ask them: Do you know poems in their native language? Is there a particular poem from your country that you like? Who are the famous poets from your country? Have you written poems before? Was it in English or your native language? Did you enjoy writing poetry? Using Poetry in Reading Classes Poetry can range from simple and fun to complicated and abstract, which may be one reason it is daunting for many teachers and students alike. Start by choosing simple poems that are not too abstract or complex. Depending on the English level of the students, there are a variety of ways to start bringing poetry in the classroom. Start with poems that are manageable. Make sure the poems you present first have simple and familiar language, images, and themes so that they are accessible to your students. Talk about the differences between stories and poems. Provide students with a copy of a short story they have already read and a short poem. Ask them to work in groups and make a list of the differences between the two pieces, noting characteristics such as length or style. Have students share those differences with the class. Give students a chance to illustrate poems. Have students work in pairs to discuss and illustrate a short poem, or one or two lines of a longer poem. This will encourage them to think about meaning, and then express their interpretation in their own way. Ask students to share their illustrations with the class so that everyone has a chance to think about the different meanings that their classmates discovered. Read a variety of poems out loud. Reading a poem out loud brings it to life. Students will begin to understand and notice different rhythms, rhymes, and feelings represented, as well as understand how the language creates an image or mood. Give students a chance to read poems out loud. Reading poems out loud will improve students' confidence and oral language skills, as well as their reading fluency. In order to increase confidence and fluency, have students start by reading some poems together as a class. Then have students choose a poem that they enjoy and then practice reading their poems aloud in pairs, experimenting with expression, volume, and speed. After students have had time to practice, listen in and offer some feedback on expression and pronunciation. Once students have one more round of practice, ask students to share their poems aloud with the class. Discuss the vocabulary used in different poems. Poems offer a wonderful opportunity to teach new vocabulary related to a topic or idea, as well as a chance to think about language. Why did the poet choose a certain word? How does that word make you feel? What kind of sound does the word convey? Students may want to pick a word or phrase that is meaningful from a poem and write it on a "poetic word" wall — sort of a graffiti wall of sentiments. Students can continue to add to the wall as they discover new items, or even as they write their own poems. Encourage students to share their personal interpretations. Students will soon see that each reader finds a different meaning in the poem, and that's ok. Students shouldn't be looking for the right and wrong answers! Be sure to include some poems written for children. Children's poetry can be so much fun, and it also gives students a chance to talk about important ideas and feelings. Using Poetry in Writing Classes Writing poetry is a great exercise for English language learners. It gives them a chance to experiment with language and vocabulary, and to freely share their ideas without the confinement of perfect grammar or firm structures. Here are some suggestions for getting started: Read a variety of poems first. Follow the 'Using Poetry in Reading Classes' tips. Introduce different poetry forms as models. Read some poems that fit the structure or format, discuss unique rhyming or line patterns, and then have students try writing on their own, using the poems read in class as a model. Focus on each form before moving on to the next one so that students have a chance to master it. Use poetry throughout the syllabus. You may also wish to use poetry writing as an activity to introduce a topic.
Activities
1. Young Leaners – Poems based on books - Mr Happy by Roger Hargreaves
Examples: The flowers of my garden Shine brighter than the sun Mr Happy plays with us And we have so much fun! (Ana Luiza) On the other side of the world The sun shines hotter than here Mr Happy and all his friends Smile for everyone to see. (Giulia) The sun is shining And I am shining too But why is Mr Miserable So sad and blue? (Maria Fernanda) Mr Happy and Mr Miserable Are laughing and laughing They are rolling on the ground And everyone is coming round! (Chiara) If you are feeling blue Mr Happy's flowers Will come to you And give you superpowers! (Lorena) The students reading their own poems: 2. Young Learners – Mr Spider by Alan Maley: malusciamarelliblog.weebly.com/creative-writing/writing-poems-with-children-mr-spider-by-alan-maley 3. Young Learners – Acrostic Poem: malusciamarelliblog.weebly.com/creative-writing/writing-poems-with-children-acrostic-poems 4. Haiku Poems: malusciamarelliblog.weebly.com/creative-writing/diary-of-a-creative-writing-teacher-2 5. Creating a Found Poem – Your Favourite Song: malusciamarelliblog.weebly.com/creative-writing/diary-of-a-creative-writing-teacher-5 6. Cinquain Poems: malusciamarelliblog.weebly.com/creative-writing/diary-of-a-creative-writing-teacher-6 Conclusion This is what students reported after writing their first poem:
You cannot fake enthusiasm and motivation, but they can rub off on the most sceptical of students. After working with some poetry classes with my students, they started to ask for more and more. For me, there is no greater reward! Slides available at:
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