Motivating and Supporting English Language Learners with the Poems of William Carlos Williams

Abstract

Poetry has long been a source of frustration for many middle grades students. Why, then, would any teacher attempt to use poetry for the purpose of teaching English to non-native speakers? Poetry offers a compact and highly expressive alternative to traditional prose and lengthy written texts. In particular, the poetry of William Carlos creates a world of imagery and understanding to which a majority of students can relate. Because they contain simplified structure, grammar, and word choice, Williams's poems are especially accessible to English language learners (ELLs) and are, therefore, a very useful tool for helping them learn to decode the meaning and syntax of English vocabulary. Linking vocabulary to personal experiences While poets have traditionally relied heavily upon structure, rhyme, and metaphor, Williams, an Imagist poet, expresses his feelings through the force and effects of imagery. The Imagist movement in poetry promoted the idea that poetry should be based in experience and individuality, offering the reader a real sense of relevance and purpose. According to Kazemek (1987), Williams shows us how worlds are created out of the most commonplace things. Each thing, each particular, offers us infinite possibilities for worldmaking (p. 22). Couch (1987) characterized Williams's poetry in the following way: [Williams] drew his poetic from the familiar, ordinary things of life. Known as the master of the glimpse, writes about the small details and common experiences of our everyday lives in order to help people better see, touch, taste, and enjoy the world. (p. 32) writes in a simple, very clear way, and this clarity is essential when teaching ELLs who may be experiencing the target vocabulary for the first time. Teachers must help students create chains of newly acquired vocabulary connected to existing anchors within their first language. As they learn English, ELLs develop a system of anchors by connecting new words to tacit knowledge or experiences from the student's own life. introducing new vocabulary to my students, I always ask questions about the words in the hope of making a connection to their background knowledge. For example, if the new word is wedding, I might ask if they have ever been to a wedding and, if so, ask them to tell me about it. If none had been to a wedding, I would ask them to tell me something about wedding traditions, or anything related to weddings, that might help make a connection to a familiar memory. Processing the vocabulary in this manner gives students a way to access the word in future instances by recalling something already anchored. English professor Gary Lenhart first introduces poetry with his students, he helps them develop anchors by telling them, When it comes to finding something to write about, our own lives provide the best material (1998, p. 25). is the perfect poet for creating these connections and expressing meaning through experience. While many ELLs may never have been to Cape Cod, Williams's poem Nantucket illustrates an image almost all students have the ability to visualize. Flowers through the window lavender and yellow changed by white curtains- Smell of cleanliness- Sunshine of late afternoon- On the glass tray a glass pitcher, the tumbler turned down, by which a key is lying-And the immaculate white bed (Williams, 1985, p. 72) Before introducing this poem to my ELL students, I try to tap into their personal experiences by first having them close their eyes and remember a time from their past when they were in a very sunny room. Where was the room? I ask them. How did you feel? Who, or what was in the room with you? After eliciting and recording a few key words on the board, I ask the students to write a short paragraph describing their rooms, which we later share as a whole group while trying to visually imagine the scene in our heads. …