Teaching Poetry an ESL Teaching Technique

Introduction According to Sidhu, Fook and Kaur (2010), literature-enriched curricula facilitate learning of target languages through avenues of life experiences and composition in an ESL (English as a Second Language) classroom. Furthermore, he asserts that these curricula have the capacity to improve reading and writing skills where development of grammar and vocabulary can be internalised by learners. Poetry is often viewed as a predominant genre of literature, where learners can explore the potential of poetry instruction as a technique in an ESL classroom. This is a valid assertion, which has recently gained significant attention in relation to ESL classrooms (Hess, 2003). Therefore, this essay will detail poetry as an ESL learning technique and justify its validity as an effective ESL teaching tool. In addition, this essay will outline methods and techniques that teachers can apply to help their students understand and appreciate poetry. Furthermore, the essay will detail ho


Tshering sat in his chair and struggled between his faith and his disillusion - an intense tug of war in his mind. His upbringing told him that he had to have complete faith. Even the stories he read as a boy said that if one has complete faith and blind devotion, then one can find the Buddha in the most unlikely things/places. But the modern educated man in him questioned the being before him. He recalled who some of his friends called the Rinpoche, "Rinpoche James Bond" and talks about womanizing and partying kept him occupied and very confused. He would have not been there in the hall had it not been for his best friend, Kinley. While Tshering was confused, Kinlay, on the other hand, was fully immersed in everything devotional. He sat next to Tshering, peacefully luxuriating in the warm radiance of the Rinpoche. The Rinpoche finished his oral transmission and the audience applauded. The Rinpoche smiled and said that the applaud was not necessary. He was not a show-man