Perceptions of Advanced Level Students and Teachers Towards the Learning of Poetry in Literature in English in the Zimbabwean Classroom

This paper is a desktop review of the perceptions of advanced-level students and teachers towards learning poetry in English literature in the Zimbabwean classroom. English language is one of the core subjects in the Zimbabwean education curriculum. From early childhood development to the university level, students are taught and examined in English. In advanced level (‘A’ level) classes, particularly in Nkayi District, students even learn English and communication skills and write them as a fourth subject. Although it does not contribute towards an individual student’s points, it is considered a desirable subject. English and communication skills are compulsory in almost all the schools in Nkayi District. The subject of Literature in English comprises three categories, which are prose, drama, and poetry. However, Poetry is the most complicated of the three. This paper examined perceptions of advanced-level students and teachers towards learning poetry in literature in English in the Zimbabwean classroom. The research objective was the perception of ‘A’ level students and teachers in Nkayi District, Zimbabwe, towards the learning of poetry in Literature in English. A desktop research methodology was utilized, along with a qualitative case study design, and a thorough evaluation of literature on the perceptions of advanced level students and teachers towards learning poetry in English literature, as emphasized in the literature review. Constructivism’s theoretical perspective underpinned the study. Data were also collected using face-to-face interviews and focused group discussion instruments. The research findings revealed that the perceptions of ‘A’ level students and teachers in Zimbabwe, towards studying poetry in English were that the nature of poetry in English is very complicated and open to many interpretations. The findings also revealed that the historical context of the poems makes the learners understand, associate, and enjoy the history of the different poems. However, the poems taught at the ‘A’ level were too old and foreign to learners. The results also disclosed that the challenge in poetry emanates from sounds and vocabulary. The poetic devices and their level of difficulty may become a hindrance to effecting learning. Learners prefer constructivism and interactive methodologies, if teachers properly implement them in the teaching process, they will tend to get best results out of it. It emerged that failure of students to use the dictionaries may hamper in seeing the aesthetics in poetry in literature in English. This paper recommended that the strategies that can be recommended in order to change these perceptions are the learner centred methods of teaching, availability of resources and provision of functional fully stocked library for research purposes. This will foster the studying of poetry in Literature in English.