High School Teachers' Experiences of Teaching Poetry to English Second Language Learners

Abstract

This article explores South African high school teachers’ experiences of teaching poetry to English Second Language learners. Using a qualitative approach and case study design, the study worked with ten purposively sampled teachers from three schools in one education district. Data were generated using semi-structured interviews.  The study, underpinned by the theory of constructivism, found that the participating teachers could recognise their positive and negative experiences of teaching poetry. They experienced poetry as useful for language and vocabulary development, critical thinking, widened worldviews, and sources for imagination and social tolerance. However, they also experienced poetry as a source of confusion because of its often complex language and structure, and they tended to depend on teaching materials from colleagues, teacher development workshops, and the Department of Education. While the teachers found the teaching of poetry challenging, they recognised its potential for learners’ English language development.