ABSTRACT Although one in five state-educated children in England speaks a language other than English at home, there is little space in the National Curriculum for the expression of this linguistic heritage. In this article, we make the case for facilitating multilingualism in the primary classroom through translingual creative writing, which involves mixing two or more languages. We draw on empirical research with a class of lower Key Stage 2 children of diverse linguistic backgrounds and abilities at a school in south London. The pupils were set the task of writing a poem that combined English with other languages so that we could observe how they engaged with the process of translanguaging. We suggest that translingual writing exercises in the classroom provide a range of benefits, including the creation of a space for the valorisation of children’s cultural capital; the facilitation of valuable peer-teaching and collaboration; freedom to explore playfulness with language; and a chance to experiment with and reflect on creative writing processes.

中文翻译：

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Los pájaros 是 feliz 并且梦想着 gwiazdy：在小学课堂促进跨语言创意写作

摘要 尽管英国有五分之一的受过国家教育的儿童在家说英语以外的语言，但国家课程中几乎没有空间来表达这种语言遗产。在本文中，我们将通过跨语言创意写作（涉及混合两种或多种语言）来促进小学课堂的多语化。我们对伦敦南部一所学校中具有不同语言背景和能力的低级关键阶段 2 儿童进行了实证研究。学生们的任务是写一首将英语与其他语言相结合的诗，以便我们观察他们如何参与跨语言的过程。我们建议在课堂上进行跨语言写作练习提供一系列好处，包括为儿童文化资本的增值创造空间；促进有价值的同伴教学和合作；自由探索语言趣味性；并有机会尝试和反思创意写作过程。