Opportunities of Poetry Pedagogy in Literature in English at Two Leribe Schools: Teachers' perceptions

This study examines the opportunities of poetry pedagogy and learning in two high schools in Leribe district. Focus group discussion and semi-structured interviews were used to collect data from teachers about poetry opportunities in the English as a Second Language (ESL) classroom. The findings show that teachers are aware that poetry has roles to play culturally, linguistically, historically, for reading and writing purposes and for enhancing both analytic and critical mind. The conclusion drawn is that teachers should have portraits of good teaching in action and learners be part of poetry; as writers and readers, enjoying all the aspects of the genre. It was also concluded that despite the fact that there might be strong emphasis on more functional or instrumental notions of literacy in literacy programs in many Lesotho classrooms, poetry is pivotal for understanding the deeper meanings in the use of language and the power of language to convey tone and emotion, as well as the rhythmic patterns possible between words and within word groups, thus, personal development and raising cultural awareness