Abstract

This study explores the existing classroom culture, operational challenges, and pedagogical innovations within the domain of English literature instruction, focusing specifically on the pedagogy of poetry. Traditional methods of literature instruction increasingly face limitations in addressing contemporary learner needs and bridging the gap between historical textual structures and modern educational demands. Through a critical synthesis of existing pedagogical frameworks and thematic textual analysis, this paper identifies key limitations in current instructional modes, such as over-reliance on monotonous recitation and purely narrative summaries. It outlines major pedagogical hurdles, including conveying poetic mechanics, navigating cultural variances, and managing stylistic connotations. Finally, the paper highlights innovative pedagogical interventions—specifically stylistic analysis, technology integration, learner-centered collaborative learning, and eclectic instructional design—illustrating their application through a study of Amina Saïd’s poetry.