A Performative Approach to Foreign Language Teaching: Experience in Organizing Poetry Slam Competitions

Background. Modern education strives to develop well-rounded individuals capable of effective interaction in multicultural environments, rather than focusing solely on specialized knowledge. In foreign language teaching methodologies, performative approaches are gaining increasing relevance. These approaches allow students to immerse themselves more deeply in the language environment through creative forms of expression, activating speech activity and enriching cultural awareness. Poetry competitions in the format of poetry slams in the target language represent a performative practice that combines artistic creativity, practical application of language skills, and interactive competition. Objectives. This includes identifying the strengths and weaknesses of the poetry slam format, motivational factors and barriers to student participation, as well as ways to improve the effectiveness of the technique in developing language skills, creativity and motivation. Methods. The research methodology includes a qualitative analysis combining a theoretical review of the literature on performative didactics and the history of poetry slam with an empirical study based on a poetry tournament in German among students of the Faculty of Journalism of Moscow State University in November-December 2024. Study Participants. The data were collected through three anonymous online questionnaires (Google Forms) using mixed methods: rating scales, multiple choice, open-ended questions. The sample included 16 participants of the tournament, 27 non-participating students and 4 teachers. Results. The analysis showed that the performative technique of poetry slam is effective for developing language skills, combining practical performances with creative and analytical work on texts. However, for maximum effectiveness, it is necessary to adapt the format to the level of students’ training and develop a clear methodology, including objective criteria for evaluating performances. A subjective assessment based solely on the viewer’s vote proved insufficient. As a part of the study, evaluation criteria were developed. They are proposed to be combined with traditional viewer voting to preserve the authenticity of the format. Conclusions. The Poetry Slam demonstrates significant didactic potential for the development of creative thinking, working with text and public communication. Nevertheless, the study revealed the need for additional language training for students, especially in the field of stylistics and phonetics. For the successful integration of the Poetry Slam into the educational process, a systematic approach is needed: the development of methodological recommendations along with the use of a developed performance evaluation system, combining objective criteria with subjective audience voting. This approach preserves the authenticity of the format when minimizing subjectivity, enhancing the didactic component.