Exploring University Instructors' Perceptions of Poetry as a Catalyst for Cultural Learning in Language Education

Abstract

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.