The author describes a heritage language poetry translation project taught in a third- and fourth-grade classroom with both multilingual and monolingual students. Students interviewed family members about their heritage languages, worked with family and community members to choose and analyze a poem in their heritage language, identified essential features of the poem, and developed two interpretive translations of the poem in English. The author discusses supports provided for students with a variety of linguistic and academic profiles. Teaching literary translation centers the linguistic and cultural knowledge of multilingual students, and helps all students develop translingual competencies as close readers and nuanced writers.

中文翻译：

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教学生翻译诗歌

作者描述了一个在三年级和四年级课堂上教授多语种和单语种学生的传统语言诗歌翻译项目。学生就他们的传统语言采访了家庭成员，与家庭和社区成员一起选择和分析了他们传统语言的一首诗，确定了这首诗的基本特征，并开发了这首诗的两种英语解释性翻译。作者讨论了为具有各种语言和学术背景的学生提供的支持。教授文学翻译以多语种学生的语言和文化知识为中心，帮助所有学生培养作为亲密读者和细致入微的作家的跨语言能力。