What bilingual poets can do: Re‐visioning English education for biliteracy

Abstract

This paper describes a bilingual‐bidialectal poetry writing programme set up in a community library in the southeastern United States for multi‐age learners. The authors explore the use of poetry as a vehicle for biliteracy development. The analysis draws on observations of the students’ engagement with poetry both in terms of their writing and the teachers’ responses. The paper discusses how poetry can inform a critical, multicultural approach to developing biliteracy in students of all ages and degrees of competence in written English. The authors theorise the role that poetry can play in creating positive learning environments for such students.

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