Akademik Veri Yönetim Sistemi
Second language teaching/acquisition in the context of multilingual education (SeLTAME 2023), Tbilisi, Gürcistan, 11 - 13 Eylül 2023, ss.60-61, (Özet Bildiri)
Exploring University Instructors' Perceptions of Poetry as a Catalyst for Cultural Learning in Language Education
Problem Statement: This research addresses the gap in understanding the perceptions and challenges of university language instructors regarding the integration of poetry as a tool for enhancing intercultural understanding within language education
Purpose: This study aims to uncover the perceptions of university instructors on the potential of poetry to
serve as a bridge between linguistic competence and cultural competence. By exploring their beliefs,
experiences, and challenges in incorporating poetry into language lessons, the study seeks to illuminate the
pedagogical opportunities and obstacles that arise.
Research Methods: The research methodology employed in this study aligns with a qualitative approach,
which seeks to delve into the complex perceptions and experiences of university language instructors
concerning the integration of poetry as a facilitator of intercultural understanding within language education.
Semi-structured interviews, a cornerstone of qualitative research, have been selected as the primary data
collection technique. Through these interviews, language instructors are provided with an open yet focused
platform to articulate their insights, beliefs, challenges, and experiences related to the incorporation of poetry
in language instruction. Upon the completion of the interview phase, the gathered data will undergo a rigorous
process of content analysis. Content analysis is a systematic and iterative method that involves the
identification, coding, and categorization of themes and patterns present within the transcribed interview data.
By meticulously examining the textual content, significant themes will be extracted, allowing for a
comprehensive exploration of instructors' perceptions, motivations, apprehensions, and strategies regarding
the use of poetry for intercultural understanding. This analysis process will enable the researchers to uncover
both explicit and implicit insights within the data, revealing the intricate nuances of the instructors'
viewpoints.
Main Results: The findings will shed light on how poetry can effectively be integrated into language
instruction and provide a nuanced understanding of instructors' motivations and apprehensions. The
implications of this research extend to both theoretical and practical dimensions of language education.