This week was all about Experimental Practice; as you may remember, I am currently doing DELTA module 2 and as part of the PDA Action and Research, I decided to focus on a specific point: poetry.
Before going further, I have to add that despite the fact that I studied French literature in high school intensively, I always despised the poetry part of it. I never understood the point of explaining, stanza per stanza, what the author was trying to say. But that was in French.
Since I became an English teacher, I studied literature differently, for my own pleasure. I have realized the power of literature, how it provides a strong context to the learners, how it can be used to introduce a complicated topic. I have always read a lot in English, but I started to read poetry in English only a year ago, thanks to Maya Angelou. I read Me & Mom & Me while at Yale, and pretty much read her entire work after that.
For most of my learners, English is a simple way to communicate; and there is nothing behind it. English is way more than that, but the magic is hidden behind grammar rules and lexical patterns. I decided to focus on poetry during my EP to show how powerful language can be, and I chose Still I rise by Maya Angelou.
Bear in mind that my multilingual class is composed of five different nationalities (Ecuadorian, Czech, French, Saudi and Venezuelan), from age 29 to 56 and are intermediate. I started the class by quickly introducing Maya Angelou (As a learner, I really do think it’s helping to know who wrote the piece before actually reading it) and today will be about poetry (I could see right away who would be interested and who would be on Snapchat during the entire lesson)
I then explained the different poetic figures: hyperbole, metaphor… (teaching how to pronounce “hyperbole” was actually funnier than I thought it would be) and put them in pairs to read the poem. While they were done reading it (and very puzzled), still in pairs, I asked them to underline each hyperbole, or metaphor or imagery they could find in a stanza (each pair had a different stanza) and to write what they thought the author wanted to say. I did the first stanza with them, to provide a model.
Some of my students were just looking around like “what the hell is she asking us to do?!” but my older ones were really into it. Everybody tried their best, even the one who literally asked me what I was trying to do with that damn poem. We discussed the several topics Maya Angelou mentioned in the poem and I ended the lesson by showing them a video of the poet reciting Still I rise at Clinton inauguration.
The whole point of that lesson was to force me out of my comfort zone, but to make my learners realize that by learning another language, they were entering a new world. Learning a language is not about putting words next to each other in order to be understandable when you order in a restaurant. Learning another language, any language, is sculpting your own door to another way of thinking.
That is why I teach English and not French. This week, I have seen that Facebook post which was literally “dear non-natives, why don’t you teach your own language?” Languages are beyond passports and nationalities, and the only reason we categorize people over these insane criterions is purely marketing. I cannot teach French because I don’t feel a connexion with it, I teach English because I love it with every fiber of my being and that detail change everything when you are a teacher.