摘要：Although translation is part of the bilingual experiences of English language learners, literacy teachers and teacher educators know little about how translation can be used with high school-aged English language learners and with what affordances. Based on discourse data collected from a mixed-grade (grades 11 and 12) sheltered English class in an urban high school, this paper reports on the impact of Poetry Inside Out, a literacy program in which students translate world-class poems from their original language (e.g., Spanish, French, Chinese, etc.) into English. Findings suggest that participation in poetry translation and in structured discussions about poetry and translation can foster students' semantic awareness; capacity for evidence-based reasoning; and their willingness to listen to and learn from classmates. The study's findings speak to the potential of Poetry Inside Out as a program which recruits English language learners' emergent bi-and multilingualism as a resource.
关键词：middle school; struggling readers; reading strategies; literature discussion
