| dc.description.abstract | Poetry has long been part of language classrooms worldwide, yet in many Bangladeshi schools,
it is often treated as something to memorize rather than explore. This thesis examines the impact
of various instructional approaches to poetry on the language development and social awareness
of Grade 5 and 6 students in English and Bangla version schools in Bangladesh. While the
English version school employed student-centered methods such as visualization, dramatization,
and creative writing, the Bangla version school followed a more structured approach,
incorporating textbook-based tasks and moral teacher-led discussions. Data were collected
through classroom observations, pre- and post-instruction student poems, focus groups, and
questionnaires and interviews with teachers and students. A qualitative analysis was conducted
using thematic coding and genre-based frameworks informed by Systemic Functional Linguistics
(SFL). Findings show that students in both schools made noticeable progress in vocabulary,
grammar, and poetic expression. English class students often used metaphors, rhythm, and
emotional tone, while Bangla class students focused on real-life themes of family, environment,
and community. Despite limited time and resources, both instructional approaches supported
student engagement and personal expression in different ways. The study concludes that poetry
can be a powerful tool for holistic development, supporting not only language learning but also
emotional and social growth. When connected to students’ experiences and taught with intention,
poetry becomes a meaningful space for reflection, creativity, and cultural expression | en_US |
