oetry, with its compact, figurative language, culturally-specific content, and the complexities of its form, is often considered too difficult for students, in particular for second language learners. In fact, poetry can be a beneficial pedagogical tool in the EFL classroom, one that introduces creative language and allows the combined teaching of form and content. The same is true for songs. Accordingly, it is essential for teachers to understand what is necessary when it comes to dealing with, for example, sonnets but also what must be considered when working with songs.
Theoretical knowledge will, of course, constantly be linked to practical issues of classroom teaching, which means that participants will develop ideas of how to implement poetry and songs in the EFL pupil centred classroom with respect to literacy and personal development.