ABSTRACT This paper explores what happened in the English classroom when two innovative projects merged and spoken word poetry became part of multilingual digital storytelling. As a Spoken Word Educator and Teacher Educator, we wanted to explore the complexity of bringing together these multimodal art forms. Making a poem come to life though film is hard and the research presented here interrogates these processes through working with a group of 13–14 year old students in the English classroom. In the process of bringing together spoken word and multilingual digital storytelling, these students interrogate notions of belonging and uncover stories that matter through emotional and creative encounters with personal and cultural artefacts. These young people discover a shared imagery across languages and cultures and reclaim ownership over learning in the English classroom. Foregrounding spoken word and multilingualism in the English classroom had a transformative effect on young people’s self-expression and imaginative thinking.

中文翻译：

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归属的艺术：当诗歌遇到多语言数字故事时探索对英语课堂的影响

摘要 本文探讨了当两个创新项目合并并且口语诗歌成为多语言数字故事讲述的一部分时，英语课堂发生了什么。作为口语教育者和教师教育者，我们想探索将这些多模态艺术形式结合在一起的复杂性。尽管电影很难让一首诗栩栩如生，这里展示的研究通过在英语课堂上与一群 13-14 岁的学生一起研究这些过程。在将口语和多语言数字故事结合在一起的过程中，这些学生质疑归属感，并通过与个人和文化人工制品的情感和创造性相遇来发现重要的故事。这些年轻人发现了跨语言和文化的共同意象，并重新获得对英语课堂学习的所有权。英语课堂中的前置口语和多语化对年轻人的自我表达和想象思维产生了变革性的影响。