ABSTRACT
Chapter 5 begins with a review of the theories and research on multilingualism and translanguaging, and addresses the affordances of translanguaging as pedagogy and practical theory. The chapter then describes Lori and Jesse’s implementation of a translation-based curriculum, Poetry Inside Out (PIO). After outlining the steps of PIO, the chapter illustrates the emergent bilingual youths’ engagement with the curriculum. In addition to grappling with the themes and sociopolitical realities represented in the poem, the youth developed their knowledge of grammar (e.g., verb tense), diction, and syntax. They also developed their capacity for literary interpretation, such as negotiating interpretive complexities, deconstructing metaphorical language and symbolism, and focusing on the poet’s worldviews. The chapter concludes with theoretical and practice-based insights about translanguaging, translation, and critical multilingual pedagogies.
