Ineffectiveness of Poetry in ESL - Literature review Example

RuningHead: THE INEFFECTIVESNESS OF USING POETRY IN ESL WRITING CLASSES The ineffectiveness of using poetry in ESL writing classes Name Course Institution Date The ineffectiveness of using poetry in ESL writing classes Introduction In the past decades literature was not considered as a distinct subject rather, it was and is still considered as a study that can be woven to teach different subjects and aspects of learning with the aim of improving leaner’s skills in communication and discovery (Bagherkazemi & Alemi, 2010). A good number of researchers argue that use of literature in ESL classes can help to ESL learners especially those in higher levels of education to enhance their acquisition of linguistic and writing skills (Ghasemi, 1998). Broekkamp, Janssen & Bergh (2009) accentuate that there is a close and positive link between the use of literature in ESL writing classrooms and an effective ability in creative writing. Moreover, studies conducted by Erkaya (2005), depict that the use of literal texts can enable ESL instructors to effectively teach four key language skills such as speaking, listening, reading and writing. Erkaya notes that some of the benefits associated with using literal texts are that it enforces a higher-order of thinking and helps to introduce literary elements (Erkaya, 2005). Conversely, some researchers are against the use of literature in ESL writing classes, they argue that the use of literature in ESL classrooms presents conceptual hindrances and difficulties, rather than facilitating the learning of the target language skills, this is mainly because literature is culturally charged (Bagherkazemi & Alemi, 2010) .Furthermore, some argue that that there is no substantial evidence showing the effectiveness of literature in improving literary skills for ESL learners(Preston, 1982). A study conducted by Preston (1986), explores the notion of incorporating poetry ideas in teaching and writing literature to foreign students. He notes that little has written about teaching poetry to foreign students. In this article, Preston attempts to illustrate ways of incorporating poetry ideas when teaching poetry to intermediate level English teachers. Preston’s articles and many other literatures in this field touch on ways in which poetry and literature in general can be employed to teach ESL learners literal skills. Furthermore, many studies and literature have focused on the effectiveness of incorporating poetry in ESL classes. However, little emphasis has been placed on the ineffectiveness of using poetry in ESL writing classes. Evidently, a gap in knowledge exists with regards to the ineffectiveness of using poetry in ESL writing classes. Based on the review above, there are conflicting arguments concerning the credibility of using literature to develop and enhancing the linguistic and writing skills of ESL learners. However, none of these studies have demonstrated the ineffectiveness of using specific literal texts such as poetry. Therefore, there is need for further study to establish the extent that the use of poetry can be ineffective when incorporated in ESL writing classes. Apparently, there are various underlying issues that can contribute to the ineffectiveness of using poetry in ESL writing class. Some of these issues revolve around the perspective of ESL instructors and learners towards the use of poetry and the ways in which poetry is incorporated in teaching and learning writing in the ESL class. Many studies revolving around the use of Literature in ESL writing classes have focused on the ways in which literature in general can be used in ESL writing class, the advantages and limitations of using literature. Nevertheless, few studies holistically depict the ineffectiveness of using specific literal texts such as poetry in teaching ESL writing classes. The objective of this study will be to examine the ineffectiveness of using poetry in teaching writing skills to ESL learners. This study will also examine some of the underlying issues that contribute the ineffectiveness of using poetry in ESL writing class. The significance of this study to both teachers and ESL learners cannot be overlooked. Given the fact that there is an existing gap in knowledge and there is no substantial evidence showing the extent in which incorporating poetry in ESL writing class can be ineffective, this study will ideally help to bridge this gap. The findings of this study will help both learners and teachers to take caution and adhere to guidelines when using poetry in ESL writing classes. Moreover, this study will help teachers to identify and address the underlying issues that affect and inhibit the realization of effective outcomes when using poetry in ESL writing classes. Literature Review There are conflicting arguments concerning the significance of using literature in ESL writing class. Some researchers believe that literature is a very powerful tool that can be used to effectively teach writing to ESL learners (Erkaya, 2005). However, some argue that the use of literature is bound to confuse learners since most literal texts are culturally charged (Bagherkazemi & Alemi, 2010).These conflicting arguments have in turn caused ESL instructors and learners to be skeptical about the effectiveness of using literature. Based on these sentiments I am forced to conclude that there is no substantial evidence that shows the extent in which the use of poetry in ESL writing classes can be ineffective. Even so, I observe that the use of poetry in teaching ESL writing classes can pose to be a challenge. Some of the underlying challenges revolve around how poetry is incorporated in teaching writing and the attitude of ESL instructors and learners towards the use of poetry in ESL writing classes. Muthusamy et al (2010), observes that learning to write English effectively can be linked to factors such as, growing confidence, the flow of ideas, ones ability to express themselves and ones attitude towards academic writing. However, he points out that one of the main challenges that instructors in ESL writing classes face is not embedded on what they should instruct the student to write, instead these challenges are embedded on ways of motivating their students to write creative and interesting essay pieces. Furthermore, Muthusamy et al examines the factors that contribute to language creativity in writing. In order to establish this, he first seeks to establish what creativity entails. After reviewing several definitions of creativity, he notes that creativity can be characterized by uniqueness or originality. Muthusamy et al alludes to the findings of a quasi- experiment conducted in a ESL writing class that employed literature –based language instruction. The aim of this experiment was to evaluate the extent of student’s creativity in their essay writings. By reviewing the findings of descriptive statistics and inferential statistics Muthusamy et al concludes that literature based instructions can help to develops and enhance the creativity of ESL students in writing (Muthusamy et al, 2010). Muthusamy et al, (2010), has highlighted the gauge that can be used to measure the effectiveness of incorporating poetry in ESL writing classes. As a researcher, I am forced to question, can poetry help to build the ability of ESL learners to express themselves? Can poetry promote the flow of ideas? Can poetry improve the attitude of ESL students towards academic writing? Nevertheless, there is a gap in knowledge this study since it has focused on the use of literature in general. Studies conducted by Hişmanoğlu (2005) portray the significance of employing literature as a teaching technique for basic language skills such as speaking, reading and writing. In his articles, Hişmanoğlu attempts to illustrate how literature can be used to develop language areas such as vocabulary and grammar. One of the most invaluable lessons that I drew from this study was that the effectiveness of using literature in ESL writing classes can be determined or influenced by the kind of literary text that is selected by the instructor. In his article, Hişmanoğlu sheds light on the criteria that can be employed to select suitable literary text that can effectively help ESL learners to develop and enhance their writing skills. He suggests that when selecting suitable literary texts that are to be used in class, ESL instructors should consider the language level, cultural background, motivation and interests of learners. Moreover, Hişmanoğlu suggests that ESL instructors should employ a dynamic and student centered approach when using literature to teach writing skills. In addition, Hişmanoğlu points out that the lack of effective of pedagogy, experience and training are some of the deterring factors that limit the effectiveness of using literature to teach ESL classes (Hişmanoğlu, 2005). By reviewing this article I was able to deduce that the effectiveness of using literature in ESL learning classes in dependent on the literal texts selected. In as much various studies have depicted that the use of literature can be effective, none of these studies show the ineffectiveness of incorporating poetry in teaching ESL writing classes. Hişmanoğlu (2005) also supports the hypothesis of this study which accentuates that the ineffectiveness of using any literal texts in ESL writing classes can be attributed to underlying factors such as the attitude of teachers and learners towards the use of poetry and the manner in which teachers incorporate poetry to teach ESL writing classes. The findings of Preston (1982) portray thematic relevancy to the overall aims of this study. Preston examines the ways in which literature in the form of poetry can be used to teach writing and other linguistic skills to ESL students. He observes that little has been written about teaching poetry to foreign students. Nonetheless, by reviewing the findings of different literature and research studies Preston notes that poetry is an effective tool for teaching writing and literature to ESL students. He attempts to demonstrate the way in which poetry ideas can be incorporated into teaching by discouraging the notion of extensive analysis or selecting poetry on the basis formal elements such as repetition and rhyme. Instead, he recommends that poetry should be designed and presented in a way that will allow students to be creative and find meaning in the poems that they read. Preston accentuates that the appreciation of students for creative writing is bound to increase when students are given the opportunity to involve themselves in poetry writing process. Even so, he points out that there is no substantial evidence to support the effectiveness of using poetry and other literal texts to improve the literary skills for ESL learners Preston (1982). Drawing on to the sentiments on Preston, it is apparent that there is no substantial evidence showing that the use of poetry in ESL writing classes. Preston (2005) admits to the fact that the extensive analysis or selecting poetry on the basis formal elements such as repetition and rhyme can contribute to the ineffectiveness of using poetry in ESL writing classes. An article written by Vandrick (1996) exposes some of the factors that can limit the effectiveness of using literature in teaching writing to ESL students. Vandrick observes that to date, the use of multicultural literature in ESL writing classes has increased. Nevertheless, she notes that ESL instructors using multicultural literature in the classroom experience challenges since some students and academics may find the use of such concepts controversial and unnecessary. She notes that in as much as the use of literature in writing classes has increased, it is essential that literature should be used carefully in ESL writing classes. Vandrick suggests that ESL instructors should ensure that they familiarize themselves thoroughly with the multicultural literature that they use in class (Vandrick, 1996). Secondly, she recommends that in order for successful outcomes to be realised ESL instructors should layout specific goals, organize the guidelines for selecting literal text and they should also find suitable ways of employing multicultural literature in ESL writing classes. Generally, Vandrick provides great insight on the factors that could contribute to the ineffectiveness of ESL writing classes. One of her key concerns in this article revolves around culturally charged literature. Given the fact that, a good number of poem are culturally charged, the study by Vandrick (1996) helps to build the theme of this paper which is based on the notion that using poetry in ESL writing classes can be ineffective. In the fourth edition of the Iranian EFL journal, Robertson & Torghabeh (2010) observe that EFL instructors who often teach writing either focus on introducing aspects necessary for writing such as vocabulary and grammar or they focus on writing processes revolving around content and organization. They argue that in both cases, writing is not exactly being taught rather students are pushed to the deepest end of the pool. Robertson and Torghabeh suggest that incorporating writing into the writing syllabus can enable teachers to avoid these extremes and enable them to increase the motivation of learners. Similarly, Thompson (1990) observes that students are bound to experience optimal learning of a second language when a literature-based curriculum is employed. Moreover, studies conducted by Ghosn (1998) and Spack (1985) show the linguistic benefits of using literature and how ESL learners can benefit from literature instructions that focus on reading and writing. A review of these studies clearly illustrates that there is a gap in knowledge, as far as showing the limitations of specific literal texts such poetry. A study conducted by Broekkamp, Janssen & Bergh (2009) aimed at examining whether there was a relationship between frequent literature reading and an effective ability in creative writing. In order to establish this correlation, Broekkamp, Janssen and Bergh conducted a study by selecting a group of students who read literature frequently and another group consisting of students who were poor readers of literature. This study involved 19 students in the eleventh grade, 11 among this group of student were frequent literature readers whereas 8 were poor literature readers. The authors of this article aimed at examining the ability of these students in creative writing based on their reading patterns. The hypothesis of this study was that, frequent literature reading enhances the ability of students in creative writing. In order to prove this hypothesis, the researchers asked the students to participate in a series of creative writing tasks. Moreover, the participating students were given a number of literature reading tasks. Each student was given tasks that involved reading 4 literary texts from poetic and short stories genres they were also given the task of writing 5 creative texts. Afterwards, the performances of the students in reading and writing were judged by a panel of judges. The participating judges reached a unanimous consensus with regards to the performance of the participating students. The findings of this study show that there is indeed a link between frequent literature reading and an effective ability in creative writing (Broekkamp, Janssen & Bergh, 2009). However, it is worth questioning whether the extensive reading of poems can help to enhance writing skills in ESL learners. On the other hand, in the article “Literature and L2 composition: revisiting the debate”, the authors, Belcher & Hirvela (2000), note that there is great debate revolving around the role of literature in the classroom composition. In this article, the authors focus on presenting some of the arguments against and for the incorporation of literature in L2 composition with the aim of providing a basis that can be used to make informed decisions on the significance of literature in various contexts that both teachers and students find themselves. The findings of Belcher and Hirvela are relevant to the overall aims of this study, since they depict that based on the controversy surrounding the use of literature, there is a gap in knowledge as far as giving substantial evidence on the effectiveness of using literature in teaching writing to ESL students is concerned (Belcher & Hirvela, 2000). An article by Gajdusek (1988) supports one of the hypotheses of this study, which suggests that the effectiveness of using literature is influenced by the way in which EFL instructors employ literature in the writing class. Gajdusek notes that in as much as literature is used in some ESL courses, literary texts that could help learners achieve many goals remain neglected. After reviewing different literatures on the use of literature in ESL writing classes, I find that there is a gap in knowledge. Many of the articles that have review tend to focus on presenting arguments against and for the use of literature. Some of these articles have provided recommendations on the factors that should be considered while using literature in ESL writing classes. Other articles have illustrated the benefits of using literature and how the specific used of particular literal texts can bring about positive outcomes. Nevertheless, none of the reviewed articles has provided substantial evidence on the ineffectiveness of using poems in ESL writing classes. Researchers in the likes of Preston (1982), even admit that there is no substantial evidence showing the effectiveness of poems in improving literary skills for ESL learners. Therefore, I propose an investigation to show the ineffectiveness of incorporating poetry in ESL writing classes. Methodology This study will take place in two Adult learning centers that have ESL writing classes. The centers will be selected based on whether or not poetry is used as a pedagogical tool in teaching writing to ESL students. The centers will be classified as centre A and B. Centre A will be the centre whereby poetry is used in teaching ESL writing classes whereas centre B will be the centre whereby poetry is not used. Foremost, this study will involve the use of questionnaires and interviews to establish the perspectives of ESL instructors and learners concerning the use of poetry as a pedagogical tool in teaching writing to ESL students. Furthermore, this study will also use questionnaires and interviews to establish the ways in which poetry is incorporated in the ESL writing classes. A total of 10 questionnaires will be used in each centre for both the instructors and the learners. A total of 5 interviews will also be carried out in each centre. Moreover, observation will be used as methodology in this study. As a research I will observe the ways in which ESL instructors employ poetry to teach ESL writing classes. In addition, I will observe the reception of ESL learners towards the use of various types of poem. These observations will take place in a total of seven class sessions, these number of sessions will offer adequate time and evidence to deduce whether the ESL instructors incorporate poetry appropriately in the teaching. Furthermore, these sessions will provide adequate time to note the reception of ESL students towards the use of different types of poems in the course of their writing classes. In addition, to these methods I will review and compare the records of student’s performance in each centre. All the data gathered, will be recorded and analyzed thoroughly. Expected outcomes/ significance Generally, I expect that the overall performance in writing in Centre A and B to have no major disparities. I expect that in Centre A and B, there is likelihood that both the ESL instructors and learners are skeptical towards the use of poetry as a pedagogical tool in their writing classes. However, in cases whereby teachers and students in Centre A are receptive and have a positive attitude towards the use of poetry in ESL writing classes, I expect that the performance of Centre A will be better than the performance in Centre B. In addition, I expect that the performance of Centre A will be better than the performance in Centre B if based on my observation, ESL instructors in Centre A employ poetry appropriately to teach ESL learners. Conclusion The use of literature in ESL writing classes has been greeted with much debate and controversy. A number of researchers argue that use of literature in ESL classes can help to ESL learners especially those in higher levels of education to enhance their acquisition of linguistic and writing skills. On the other hand, some argue that the use of literature in ESL classrooms presents conceptual hindrances and difficulties and that there is no substantial evidence showing the effectiveness of literature in improving literary skills for ESL learners(Preston, 1982). Based on these controversies, it is evident that a gap in knowledge exists. After reviewing different literatures on the use of literature in ESL writing classes, I find that there is a gap in knowledge. Many studies in this area have focused on presenting arguments against and for the use of literature but have failed to establish the ineffectiveness of using poetry in ESL writing classes. Therefore, the aim of my study was to establish the ineffectiveness of incorporating poetry in ESL learning classes. The methodology of the study has focused on two Adult learning centers A and B that have ESL writing classes. In centers A poetry is used whereas in centre B poetry is not used. Generally, I expect that the overall performance in writing in Centre A and B to have no major disparities. References Bagherkazemi, M. & Alemi, M. (2010). Literature in the EFL/ESL classroom: consensus and controversy. Linguistic and Literary Broad Research and Innovation, Volume 1, Issue 1. Belcher, D. & Hirvela, A. (2000). Literature and L2 composition: revisiting the debate. Journal of second language writing, 9(1), 21-39. Broekkamp, H., Janssen, T. & Bergh, H. (2009). Is there a relationship between literature reading and creative Writing? Fourth Quarter, Volume 43, Number 4. Erkaya, O. (2005). Benefits of using short stories in the EFL context. Retrieved on April 10, 2011 from Gajdusek, L. (1988). Towards wider use of literature in ESL: why and how. Tesol Quarterly, Vol 22, No. 2. Ghasemi, P. (1998).The role of a Literature-based Program in the ESL Classroom. Dept of Foreign Languages and Linguistics College of Literature and Humanities .Shiraz University. Ghosn. I. (1998). Four reasons to use literature in the primary school ELT. Paper presented at the Annual meeting of teachers of English to speakers of other languages. Seattle, Washington. Hişmanoğlu, M. (2005). Teaching English through Literature. Journal of Language and Linguistic Studies.Vol.1, No.1. Muthusamy, C., Mohamad, F., Ghazali, S. & Micheal, A. (2010). Enhancing ESL writing creativity via literature based language instruction. Studies in literature and language Vol.1, No.2. pp, 36-37. Preston, W. (1982). Poetry Ideas in Teaching Literature and Writing to Foreign Students. Tesol Quarterly Vol. 16, No. 4. Robertson, P. & Torghabeh, R. (2010). Writing through literature: A novel approach to EFL writing instruction. Iranian EFL journal. Vol 6, Issue 4. Spack, R. (1985). Literature, Reading, Writing and ESL: Bridging the gaps. Tesol Quarterly, Vol 19, No, 4, pp.703-725. Thompson, C. (1990). A literature-Based ESL Curriculum. M.A Thesis. Eastern Washington University. Vandrick, S. (1996). Issues in Using Multicultural Literature in College Writing Classes ESL. Journal of second language writing, 5 (3), 253-269. Read More