#instapoetry in Foreign Language Classrooms

Video aufgenommen mit Screencast-O-Matic

With the emergence of Web 2.0, applications as well as social networking sites have become an integral part in many students’ lives and thus also a topic of growing interest for researchers in foreign language education.

Since students engage with various technologies and popular culture on a daily basis, this thesis advocates that teachers should consider integrating these as materials into their language classroom. The main focus is on a new form of poetry, called Instapoetry, which has recently emerged on the eponymous social networking site. In order to highlight Instapoetry’s potential in teaching, chapter 2 provides a literature review on the implementation of poetry in foreign language classrooms. Chapter 3 focuses on the phenomenon of Instapoetry and outlines potential benefits that it may offer for foreign language classrooms. Chapter 4 addresses three teaching principles relevant for the implementation of Instapoetry in the classroom (learner-centredness, communicative competence and authenticity), and thus lays the foundation for the methodological suggestions in chapters 5 and 6. Chapter 5, in particular, aims at demonstrating that Instapoetry is a valuable tool for developing media literacy in the GFL classroom, whereas chapter 6 focuses on intercultural learning with Instapoetry in the EFL classroom.

The thesis concludes that Instapoetry can provide a valuable complement to traditional approaches to the teaching of literature and bridge the gap between students’ school and everyday life by offering a more authentic, communicative and motivating learning approach.


Anna Passler

Studium in den Fächern
Lehramtsstudium für Englisch und Russisch

Betreuer*in der Abschlussarbeit
Univ.-Prof. Mag. Dr. Wolfgang Stadler, MA


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