The Poetic Classroom: Teaching Poetry in English Language Courses in Swedish Upper Secondary Schools
Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
This study aims at shedding some light on teachers’ attitudes and views on poetry as a part of English language studies. More specifically, it intends to explore whether there is support for the generally preconceived idea that poetry’s role in today’s language studies has diminished. This essay presents previous research regarding the development of poetry teaching in classrooms and the importance of reading poetry. Thereafter it includes a smaller qualitative survey, which was sent out to teachers in Swedish upper secondary schools, on their views concerning poetry and its incorporation in their courses, as well as reasons behind their choices. Although the study did not receive enough answers to warrant general conclusions on how teachers in Halland view poetry, the results do show tendencies toward a view of poetry as being strenuous to work with due to students’ resistance and negative attitudes. Moreover, that poetry is one area of English language studies that the majority of teachers view as less important. Furthermore, the results reveal that a teacher’s personal interest in poetry, or lack of interest, affects the amount of time and focus placed on poetry in the classrooms.
Place, publisher, year, edition, pages
2011. , 27 p.
Poetry, Students, English, Teacher, Attitudes
IdentifiersURN: urn:nbn:se:hh:diva-15732OAI: oai:DiVA.org:hh-15732DiVA: diva2:428753
Subject / course