An analysis of haiku teaching discourse: From talking about to doing haiku

Main Article Content

HongNguyen (Gwen) Nguyen
Wolff- Michael Roth

Abstract

Haiku have attracted interest among educators and teachers because of their aesthetic, intellectual, and therapeutic possibilities. Teachers whose interest is piqued might turn to online resources as haiku are not yet officially taught in teacher education programs. This paper is designed to investigate the discourses of resources concerning haiku that teachers might find online. Drawing on a discourse analysis, this study reveals two different discourses: (a) a talking about haiku discourse, which includes topics concerning theoretical aspects of haiku; and (b) a talking/doing haiku discourse, which concerns modelling haiku. The latter shows a movement toward an authentic practice in teaching haiku instead of using only a metalanguage approach. Based on the findings, an increased initial focus on the actual doing (talking) haiku is suggested preceding the elaboration of historical and other structural information to enhance its potential benefits.

Article Details

Section
Research Articles
Author Biographies

HongNguyen (Gwen) Nguyen, University of Victoria

HongNguyen (Gwen) Nguyen, Ph.D. Candidate

University of Victoria, Faculty of Education, Department of Curriculum and Instruction
Victoria, BC, V8P 5C2

hongnguyen41@gmail.com

Wolff- Michael Roth, University of Victoria

Wolff-Michael Roth, Lansdowne Professor

University of Victoria, Faculty of Education, Department of Curriculum and Instruction
University of Victoria
Victoria, BC, V8P 5C2