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.