Research Article
BibTex RIS Cite

Haiku Poems as a Creative Path to Language Development and Language Learning

Year 2021, Volume: 11 Issue: 19, 378 - 406, 24.07.2021

Abstract

Haiku is originally a Japanese short form of poetry with three lines and seventeen syllables.
It is a momentary poem containing nature allusions or depictions of the environment, impressions
and emotions and also an element of insight or surprise. This concise form of poetry became famous
internationally more than a century ago and it is still highly popular. Thousands of people write haiku
and participate in haiku meetings and competitions globally. In recent years, Tatar language haiku
poetry has become an integral part of multilingual haiku activities of a group based in Finland. The
poems are discussed during online meetings alongside other languages and mixed-language poetry.
They are then published on a specialised website, Haiku Colorit. Within only a short time, the original
Tatar haiku poems have gained a following of hundreds of readers.


Encouragement of creativity is the foundation for these activities, but parallel with writing also the
translation activities are important. The haiku poems are published with translations in at least two
but often four or five languages on the website. Writing, translating and editing poems are activities
which develop language skills. Haiku poetry is also used worldwide for language learning. The short
poems are easy to understand and readers receive a feeling of success while reading. For language
learners the poems are useful tools for acquisition of vocabulary and for expression and translation
exercises. Writing original poems also activate and support the development of language knowledge
in a new language. Experiences gathered globally and by the Haiku Colorit team through innovative
language teaching, introduction of haiku poems into schoolbooks and work with migrants show that
the short poems are an easy and quick gateway to learning and creating motivation for acquisition of
a new language.

This article documents several aspects of the use of haiku poetry. The haiku poem and its goals; form
and contents; writing and creating haiku in Tatar; translation; language learning with haiku poetry;
and recent developments and innovative practices using haiku poems as a path to support and inspire
language users and learners are presented. Part I provides an overview of haiku poetry by Sabira
Stahlberg, with examples in Tatar, English, Finnish and Hungarian from the Haiku Colorit online
meetings and poems published online. A first-hand description of original Tatar language haiku poetry
writing, editing and challenges before a haiku poet are presented by Fazile Nasretdin in Part II.
Orsolya Kiss analyses haiku poetry as a tool for language learning in Part III. The aim of this threepart
article is to map out how haiku poetry can be used in widely different contexts to support,
develop and teach a language.

References

  • Addiss, Stephen (2012). The Art of Haiku. Boston & London: Shambhala.
  • Bokpil multilingual publisher: https://bokpil.eu/en/
  • Darasawang, P., & Reinders, H. (2010). “Encouraging autonomy with an online language support system”. CALL-EJ Online, 11(2), p. 1–16.
  • Därdmänd (Zakir Rämiev) Дәрдмәнд (Закир Рәмиев) (1980). Исә җилләр. [Does the wind rustle] Казан: Татарстан китап нәшрияты. [Kazan: Tatarstan Book Publishing House]
  • Domokos, Johanna (2018). Endangered literature. Essays on translingualism, interculturality, and vulnerability. Budapest: L’Harmattan Publishing.
  • Domokos, Johanna; Grund, Sanna; Grönstrand, Heidi; Nissilä, Hanna-Leena; Ståhlberg, Sabira; Gruppe Bie, eds (2016). Maailma kotona. Kohtaamisen opas. [The world at home. A guide to encounters] Varna: Lecti Book Studio.
  • Edu Bokpil online haiku materials: https://edu.bokpil.eu/en/activities/
  • Haiku Colorit: https://haiku.coloritrf.eu
  • Hakutani, Yoshinobu (2009). Haiku and Modernist Poetics. New York: Palgrave McMillan.
  • Hanauer, D. (2012). “Meaningful literacy: Writing poetry in the language classroom”. Language Teaching 45, p. 105–115.
  • Hansen, J.G. & Liu, J. (2005). “Guiding Principles for Effective Peer Response”. ELT Journal 59, p. 31– 38.
  • Higginson, William J., with Penny Harter (1985): The Haiku Handbook. How to Write, Share and Teach Haiku. New York: McGraw-Hill.
  • Iida, Atsushi (2017). “Expressing study abroad experiences in second language haiku writing. Theoretical and practical implications for teaching haiku composition in Asian EFL classrooms”. Widodo, H.P.; Wood, A.; Gupta, D. (eds), Asian English Language Classrooms. Where Theory and Practice Meet. London: Routledge. p. 180–191.
  • Iida, Atsushi (2012). “Writing Haiku in a Second Language: Perceptions, Attitudes, and Emotions of Second Language Learners”. Sino-US English Teaching, September 2012, Vol. 9, No. 9, p. 1472–1485.
  • Iida, Atsushi (2011). Revisiting Haiku: The Contribution of Composing Haiku to L2 Academic Literacy Development. PhD thesis. Indiana University of Pennsylvania.
  • Iida, Atsushi (2010). “Developing voice by composing haiku: A Social-Expressivist Approach for teaching haiku writing in EFL contexts”. English Teaching Forum 1, p. 28–34.
  • Khatib, M. (2011). “A New Approach to Teaching English Poetry to EFL Students”. Journal of Language Teaching and Research 2, No. 1, p. 164–169.
  • Kiss, Orsolya (2019). A finnországi tatár kisebbség mint kétnyelvű közösség [The Finnish Tatar minority as a bilingual community]. BA thesis. Budapest: Eötvös Loránd University.
  • Kırkgöz, Y. (2014). “Exploring Poems to Promote Language Learners’ Creative Writing”. Procedia -Social and Behavioral Sciences 158, p. 394–401.
  • Lee, Bu Yong (2011). “The Practice of Haiku Writing in Second Language Classrooms”. Komaba Journal of English Education, p. 23–44.
  • Myers-Scotton, C. (2006). Multiple voices: An introduction to bilingualism. Malden, MA: Blackwell Pub.
  • Nassaji, H. & Fotos, S. (2010). Teaching grammar in second language classrooms: Integrating formfocused instruction in communicative context. New York: Routledge.
  • Pannacci, Eleonora (2019). Teaching English to minority students in Bulgaria: an outsider’s perspective. A case study. MA thesis. Venice: Università Ca’Foscari.
  • PEN (2016). Culture’s Oxygen. The Pen Report. London: International PEN.
  • Reichhold, Jane (2002): Writing and Enjoying Haiku. Tokyo: Kodansha International.
  • Räikkönen, Kimi (2018): Winnow Your Words: Kimi’s Book of Haiku. London: Autosport Media UK Limited.
  • Santillán Iñiguez, J.J. (2018). Haiku composition and the development of academic writing skills. PhD dissertation. Ambato: Universidad Técnica De Ambato.
  • Stahlberg, Marianne (2017): Hundra dikter / A hundred poems. Varna: Lecti Book Studio.
  • Stahlberg, Sabira (2021): Wan Sun. Helsinki: Bokpil.
  • Stahlberg, Sabira (2020): Multicoloured language. Helsinki: Bokpil.
  • Stahlberg, Sabira (2017): Polyglotta Sabirica inglisch. Varna: Lecti Book Studio.
  • Stahlberg, Sabira (2017): Polyglorica+. Bielefeld: Hochroth. / E-book: Varna: Lecti Book Studio.
  • Stahlberg, Sabira (2015). Polyglotta Sabirica. Varna: Lecti Book Studio.
  • Villa, D.J. (2002). “Integrating technology into minority language preservation and teaching efforts: An inside job”. Language Learning and Technology 6 (2), p. 92–101.
  • Villa Bokpil, haiku poetry books: https://villa.bokpil.eu/en/
  • Yasuda, Kenneth (1957). The Japanese Haiku. Boston: Tuttle Publishing.

Dil Gelişimi ve Dil Öğrenmeye Yönelik Yaratıcı Bir Yol Olarak Haiku Şiirleri

Year 2021, Volume: 11 Issue: 19, 378 - 406, 24.07.2021

Abstract

Haiku, aslında üç satır ve on yedi heceden oluşan bir Japon kısa şiir biçimidir. Çok kısa bir şiir
olarak; doğaya göndermeler veya doğrudan çevre tasvirleri, izlenimler ve duygularla birlikte ayrıca bir
içgörü veya sürpriz unsuru içerir. Bu özlü şiir biçimi, bir asırdan fazla bir süre önce uluslararası alanda
ün kazandı ve bugün hala oldukça popüler; binlerce insan haiku yazıyor ve dünya çapında haiku
toplantılarına ve yarışmalarına katılıyor. Son yıllarda, Tatar dilindeki haiku şiirleri, Finlandiya’daki çok
dilli haiku etkinliklerinin entegre bir parçası haline geldi. Şiirler, çevrimiçi toplantılarda diğer dillerde
ve karışık farklı dillerdeki şiirlerle birlikte tartışılıyor, ayrıca özel bir web sitesi olan Haiku Colorit’te
yayınlanıyor. Kısa bir süre içinde, yüzlerce okuyucu orijinal Tatar haiku şiirlerinin takipçisi oldu.

Yaratıcılığın teşvik edilmesi bu faaliyetlerin temelini oluşturuyor, ancak haiku şiirleri en az iki olmak
üzere genellikle birkaç dile tercüme edilerek yayınlandığından, şiirlerin yazılmasının yanı sıra çeviri
faaliyetleri de önem taşıyor. Şiirlerin çevrilmesi ve düzenlenmesi dil becerilerini geliştiren etkinliklerdir.
Haiku şiiri dünya çapında dil öğrenimi için de kullanılmaktadır. Kısa şiirler kolay anlaşılır ve okuyucuya
okurken bir başarı hissi verir. Dil öğrenenler için şiirler, kelime bilgisi edinme ve ifade ve çeviri
alıştırmalarında faydalı araçlardır. Özgün şiirler yazmak, yeni bir dilde becerilerin gelişimini harekete
geçirir ve destekler. Küresel olarak toplanan deneyimler ve ayrıca Haiku Colorit ekibinin yenilikçi dil
öğretimi ile birlikte haiku şiirlerinin okul kitaplarına eklenmesi ve göçmenlerle yapılan çalışmalar, kısa
şiirlerin yeni bir dil edinimi için motivasyon oluşturduğunu ve öğrenmeye geçişte kolay ve hızlı bir aracı
olduğunu göstermektedir.

Bu makale, haiku kullanımının çeşitli yönlerini açıklamaktadır. Haiku ve biçimi, içeriği ve amaçları, haiku yazma ve oluşturma, çevirisi, haiku şiiriyle dil öğrenme ve dil kullanıcılarını ve öğrencilerini desteklemek ve ilham vermek için bir yöntem olarak haiku şiirindeki son gelişmeler anlatılmaktadır. Dil desteği, geliştirme ve öğrenme için haiku şiirlerini kullanarak yenilikçi uygulamalar sunulmaktadır. 1. Bölümde, Haiku Colorit çevrimiçi toplantılarından ve web sitesinde yayınlanan Tatarca, Fince ve İngilizce örneklerle Sabira Stahlberg’in haiku şiirine genel bir bakış verilmektedir. 2. Bölümde Fazile Nasretdin, orijinal Tatar dilinde haiku yazımı, düzenlemesi ve zorluklarının ilk elden bir açıklamasını sunmaktadır. Orsolya Kiss, 3. Bölümde dil öğreniminde bir araç olarak haiku şiirini analiz etmektedir. Üç bölümden oluşan bu araştırmanın amacı, Haiku şiirinin dili desteklemek, geliştirmek ve öğretmek için çok farklı bağlamlarda nasıl kullanılabileceğinin haritasını çıkarmaktır.

References

  • Addiss, Stephen (2012). The Art of Haiku. Boston & London: Shambhala.
  • Bokpil multilingual publisher: https://bokpil.eu/en/
  • Darasawang, P., & Reinders, H. (2010). “Encouraging autonomy with an online language support system”. CALL-EJ Online, 11(2), p. 1–16.
  • Därdmänd (Zakir Rämiev) Дәрдмәнд (Закир Рәмиев) (1980). Исә җилләр. [Does the wind rustle] Казан: Татарстан китап нәшрияты. [Kazan: Tatarstan Book Publishing House]
  • Domokos, Johanna (2018). Endangered literature. Essays on translingualism, interculturality, and vulnerability. Budapest: L’Harmattan Publishing.
  • Domokos, Johanna; Grund, Sanna; Grönstrand, Heidi; Nissilä, Hanna-Leena; Ståhlberg, Sabira; Gruppe Bie, eds (2016). Maailma kotona. Kohtaamisen opas. [The world at home. A guide to encounters] Varna: Lecti Book Studio.
  • Edu Bokpil online haiku materials: https://edu.bokpil.eu/en/activities/
  • Haiku Colorit: https://haiku.coloritrf.eu
  • Hakutani, Yoshinobu (2009). Haiku and Modernist Poetics. New York: Palgrave McMillan.
  • Hanauer, D. (2012). “Meaningful literacy: Writing poetry in the language classroom”. Language Teaching 45, p. 105–115.
  • Hansen, J.G. & Liu, J. (2005). “Guiding Principles for Effective Peer Response”. ELT Journal 59, p. 31– 38.
  • Higginson, William J., with Penny Harter (1985): The Haiku Handbook. How to Write, Share and Teach Haiku. New York: McGraw-Hill.
  • Iida, Atsushi (2017). “Expressing study abroad experiences in second language haiku writing. Theoretical and practical implications for teaching haiku composition in Asian EFL classrooms”. Widodo, H.P.; Wood, A.; Gupta, D. (eds), Asian English Language Classrooms. Where Theory and Practice Meet. London: Routledge. p. 180–191.
  • Iida, Atsushi (2012). “Writing Haiku in a Second Language: Perceptions, Attitudes, and Emotions of Second Language Learners”. Sino-US English Teaching, September 2012, Vol. 9, No. 9, p. 1472–1485.
  • Iida, Atsushi (2011). Revisiting Haiku: The Contribution of Composing Haiku to L2 Academic Literacy Development. PhD thesis. Indiana University of Pennsylvania.
  • Iida, Atsushi (2010). “Developing voice by composing haiku: A Social-Expressivist Approach for teaching haiku writing in EFL contexts”. English Teaching Forum 1, p. 28–34.
  • Khatib, M. (2011). “A New Approach to Teaching English Poetry to EFL Students”. Journal of Language Teaching and Research 2, No. 1, p. 164–169.
  • Kiss, Orsolya (2019). A finnországi tatár kisebbség mint kétnyelvű közösség [The Finnish Tatar minority as a bilingual community]. BA thesis. Budapest: Eötvös Loránd University.
  • Kırkgöz, Y. (2014). “Exploring Poems to Promote Language Learners’ Creative Writing”. Procedia -Social and Behavioral Sciences 158, p. 394–401.
  • Lee, Bu Yong (2011). “The Practice of Haiku Writing in Second Language Classrooms”. Komaba Journal of English Education, p. 23–44.
  • Myers-Scotton, C. (2006). Multiple voices: An introduction to bilingualism. Malden, MA: Blackwell Pub.
  • Nassaji, H. & Fotos, S. (2010). Teaching grammar in second language classrooms: Integrating formfocused instruction in communicative context. New York: Routledge.
  • Pannacci, Eleonora (2019). Teaching English to minority students in Bulgaria: an outsider’s perspective. A case study. MA thesis. Venice: Università Ca’Foscari.
  • PEN (2016). Culture’s Oxygen. The Pen Report. London: International PEN.
  • Reichhold, Jane (2002): Writing and Enjoying Haiku. Tokyo: Kodansha International.
  • Räikkönen, Kimi (2018): Winnow Your Words: Kimi’s Book of Haiku. London: Autosport Media UK Limited.
  • Santillán Iñiguez, J.J. (2018). Haiku composition and the development of academic writing skills. PhD dissertation. Ambato: Universidad Técnica De Ambato.
  • Stahlberg, Marianne (2017): Hundra dikter / A hundred poems. Varna: Lecti Book Studio.
  • Stahlberg, Sabira (2021): Wan Sun. Helsinki: Bokpil.
  • Stahlberg, Sabira (2020): Multicoloured language. Helsinki: Bokpil.
  • Stahlberg, Sabira (2017): Polyglotta Sabirica inglisch. Varna: Lecti Book Studio.
  • Stahlberg, Sabira (2017): Polyglorica+. Bielefeld: Hochroth. / E-book: Varna: Lecti Book Studio.
  • Stahlberg, Sabira (2015). Polyglotta Sabirica. Varna: Lecti Book Studio.
  • Villa, D.J. (2002). “Integrating technology into minority language preservation and teaching efforts: An inside job”. Language Learning and Technology 6 (2), p. 92–101.
  • Villa Bokpil, haiku poetry books: https://villa.bokpil.eu/en/
  • Yasuda, Kenneth (1957). The Japanese Haiku. Boston: Tuttle Publishing.
There are 36 citations in total.

Details

Primary Language English
Subjects Linguistics
Journal Section Articles
Authors

Sabira Stahlberg

Fazile Nasretdin

Orsolya Kiss This is me

Publication Date July 24, 2021
Submission Date June 16, 2021
Published in Issue Year 2021 Volume: 11 Issue: 19

Cite

APA Stahlberg, S., Nasretdin, F., & Kiss, O. (2021). Haiku Poems as a Creative Path to Language Development and Language Learning. Tehlikedeki Diller Dergisi, 11(19), 378-406.
AMA Stahlberg S, Nasretdin F, Kiss O. Haiku Poems as a Creative Path to Language Development and Language Learning. JofEL. July 2021;11(19):378-406.
Chicago Stahlberg, Sabira, Fazile Nasretdin, and Orsolya Kiss. “Haiku Poems As a Creative Path to Language Development and Language Learning”. Tehlikedeki Diller Dergisi 11, no. 19 (July 2021): 378-406.
EndNote Stahlberg S, Nasretdin F, Kiss O (July 1, 2021) Haiku Poems as a Creative Path to Language Development and Language Learning. Tehlikedeki Diller Dergisi 11 19 378–406.
IEEE S. Stahlberg, F. Nasretdin, and O. Kiss, “Haiku Poems as a Creative Path to Language Development and Language Learning”, JofEL, vol. 11, no. 19, pp. 378–406, 2021.
ISNAD Stahlberg, Sabira et al. “Haiku Poems As a Creative Path to Language Development and Language Learning”. Tehlikedeki Diller Dergisi 11/19 (July 2021), 378-406.
JAMA Stahlberg S, Nasretdin F, Kiss O. Haiku Poems as a Creative Path to Language Development and Language Learning. JofEL. 2021;11:378–406.
MLA Stahlberg, Sabira et al. “Haiku Poems As a Creative Path to Language Development and Language Learning”. Tehlikedeki Diller Dergisi, vol. 11, no. 19, 2021, pp. 378-06.
Vancouver Stahlberg S, Nasretdin F, Kiss O. Haiku Poems as a Creative Path to Language Development and Language Learning. JofEL. 2021;11(19):378-406.

Journal of Endangered Languages (JofEL)

This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivatives 4.0 (CC BY-NC-ND 4.0) International License.