Reading, Living, and Writing Bilingual Poetry as SchoolARTistry in the Language Arts Classroom

Abstract

This article draws upon multiple genres including theoretical scholarship, personal narrative, interview data, and poetry to reflect on experiences of language variation among Latino bilingual youth. The author shares insights acquired through the process of scholARTistry, and concludes with arguments for increased reading, living, and writing of poetry as a form of professional development for teachers working with bilingual youth.

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