Teacher Inquiries into Poetry, Translation, and Literacies: Erica Darken, Lisa Yuk Kuen Yau, Mark Hauber, & Jie Park

University of Pennsylvania, Graduate School of Education. 3700 Walnut Street, Philadelphia, PA 19104. e-mail: [email protected]; Web site: https://urbanedjournal.gse.upenn.edu

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Poetry; Translation; Literacy; Inquiry; Teaching Methods; Program Effectiveness; Culturally Relevant Education; English (Second Language); Second Language Learning; Grade 5; Elementary School Teachers; Multilingualism; Writing Assignments; English Language Learners

1946-7109

This collaboratively authored piece highlights Poetry Inside Out, a poetry translation program that creates new pathways for culturally and linguistically sustaining literacy education. In Poetry Inside Out, students collaborate to translate world-class poems from their original language (e.g., Spanish, Chinese) into English. Informing PIO's design is the view of translation as an interpretive and creative act and a form of close reading. Drawing on their own and each other's linguistic and cultural repertoires and using a carefully scaffolded translation tool, students come to a deeper understanding of how languages and literacies work, paying keen attention to vocabulary, poetic form, syntax, grammar, rhythm, sound, and other nuances of the source and target language. Highlighted are two 5th-grade teachers', Erica Darken and Lisa Yuk Kuen Yau, and their multilingual students' engagement with Poetry Inside Out. Also highlighted are the teacher's use of allied practices such as Accordion Books and dialogic talk.

As Provided

2024

EJ1445205