Abstract:

As the works of the children's literature at the end of the 20th and the beginning of the 21st century are the part of the postmodern textuality, therefore instead of the didactic processing methods they need a different interpretation strategy. What makes the dilemma for the educational practice is that how the corpus, which sets aside the linguistic and thematic taboos, can be introduced to the students through the interpretational practice, as well as what kind of texts, that have narrato- poetical features, can be chosen for the students. Especially the transmission of the contemporary children’s poetry on the lessons is sensitive, because the voice of the ‘lyrical I’ which imitates the children’s language became enfolded within the aesthetic oriented phrasing from the second half of the 20th century. The postmodern children’s poetry using bad grammar and tools that corrupt the language, has completely receded from the phrasing, which was traditionally believed as children’s literary, that passes didactic functions and ‘pure use of language’. In my lecture, I offer insight into the contemporary children’s poetry’s tendencies and I propose the possibilities of transferability of these texts.

Keywords:

Children's poetry, teaching, linguistic and thematic taboos, contemporary literature.