Enhancing poetry instruction through constructivism and principled eclecticism / Meghana Mandalappu and M Sai Archana.

Includes bibliographical references.

Abstract : This study explores the application of an innovative pedagogical method by testing the effectiveness of the contemporary teaching approach known as ‘Principled Eclecticism,’ combined with the language learning theory of ‘Constructivism’ in teaching poetry to undergraduate students. The eclectic methods employed include Content and Language Integrated Learning (CLIL), Computer-Assisted Language Learning (CALL), the Silent Way, and Communicative Language Teaching (CLT). An empirical study was conducted with a sample of 52 university students enrolled in the undergraduate course titled ‘Literature and Life: IV.’ The research methodology involved developing a lesson plan that aligns with the New Education Policy (NEP) 2020 while integrating constructivist principles and the application of principled eclecticism. In conclusion, the study highlights a promising pathway for enhancing poetry instruction through the innovative integration of principled eclecticism and constructivism.