Through a qualitative analysis of one‐on‐one poetry workshops, this article explores ways in which a Korean American adult—Author 2 (Park)—develops translingual dispositions (Lu & Horner, 2013) and linguistic awareness of Korean. Situated within the translingualism literature (e.g., Canagarajah, 2017), sijo, a type of Korean poetry, became a conduit for gaining a greater insight into how meaningful literacy (Hanauer, 2012) can be enacted. The authors conceptualize the sijo composition session as a translanguaging event in that Park wrote autobiographical poems, employing multiple linguistic resources—English as an additional language and Korean as a heritage language. The analysis demonstrates that linguistic changes were frequently driven by Park's desire to communicate her message to achieve the convergence of linguistic and meaning negotiations. The findings explicate the continual process by which this translingual practice operates as recursive negotiations between language and meaning and between the two languages within the constraints of the sijo format. Those translingual negotiations became a conscious tool for self‐expression as well as a valued tool for language development. The authors argue for the incorporation of poetry writing into second language teaching to enhance learners' understanding and expressions of personal and transnational experiences.

中文翻译：

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“对我来说更具表现力”：通过西约诗歌进行有意义的扫盲教学的跨语言方法

通过一对一的诗歌研讨会的定性分析，本文探讨了韩裔美国成年人（作者2（公园））如何发展翻译倾向（Lu＆Horner，2013）和对韩语的语言意识。sijo位于跨语言文学中（例如，Canagarajah，2017年），是一种韩国诗歌，成为人们深入了解如何制定有意义的读写能力的渠道（Hanauer，2012年）。作者将sijo作曲会话概念化为翻译活动，因为Park撰写了自传诗，使用多种语言资源-英语作为附加语言，朝鲜语作为传统语言。分析表明，帕克表达自己的信息以实现语言和意义协商的融合，常常导致语言变化。这些发现阐明了这种连续性实践在sijo格式的约束下作为语言和含义之间以及两种语言之间的递归协商而进行的连续过程。这些跨语言的谈判成为自我表达的自觉工具，也是语言发展的重要工具。作者主张将诗歌写作纳入第二语言教学中，以增强学习者对个人和跨国经验的理解和表达。