Abstract
This study discusses the use of poetry in language teaching by focusing on John Agard’s poems. The paper analyzes John Agard’s poems to enact resistant plurilingual pedagogies suggested by Flores (2013) across language classrooms. In this analysis, the study discusses that Agard’s poetry reacts to the emphasis on the standardized English used in those countries where English is spoken as the first language. Agard refuses to speak and write in a traditional structure of the English language, and his poems lay bare how the immigrants are marginalized and depicted as insufficient in terms of using proper English. Having experienced racism and discrimination in linguistic and social contexts, Agard deconstructs neoliberal and particularly Eurocentric ideas about language and culture. Hence, this study shows how the use of unconventional English in Agard’s poetry is exemplified and paves the way for language learners to creatively use English without being restricted by standard English ideologies. Additionally, the study shows how Agard’s poems could be used to enact resistant plurilingual pedagogies.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
