‘Why did I do nothing?’ Poetry and the experiences of bilingual pupils in a mainstream inner-city secondary school

Abstract

This paper investigates the opportunities for bilingual children to explore and construct literacy practices in an inner-city secondary school and the relationship of bilingual writers/readers to texts. It seeks to increase our understanding and awareness of bilingual learners from different social, cultural and linguistic backgrounds. This case study focuses on ‘poetry and the bilingual child’ and examines the language development of two refugee children who came from Afghanistan and Somalia with their families three years ago.

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