What Is an Artist-Teacher When Teaching Second Languages?

This chapter explores the concept of an "artist-teacher" within the field of Teaching English to Speakers of Other Languages (TESOL), with a specific focus on the integration of poetry writing into second language (L2) education. Highlighting the limitations of grammar-translation methods and the commodification of English under neoliberal ideologies, the study argues for a shift toward creative, identity-focused pedagogies. Based on both personal experiences and research conducted with TESOL graduate students, the chapter demonstrates how poetry can serve as a medium for self-expression and linguistic agency, enabling learners to navigate hybrid identities and reclaim their voices. The findings suggest that arts-based research methods, particularly poetry, offer transformative potential in reshaping English education into a space for creativity, cultural reflection, and resistance to oppressive norms. The chapter concludes with a call for TESOL educators to embrace artistic practices as tools for empowering students and fostering deeper engagement with language learning.