This article reports insights from a spoken word poetry workshop conducted with youth from refugee backgrounds and their teachers at a large suburban secondary school. The broad aim of engaging spoken word poetry in the educational context was to encourage and listen to student voice and creative self-expression, and to explore opportunities within the class to speak to sociopolitical issues and injustices relevant to students’ lives and experiences. The article illustrates how the workshop created situated, embodied teaching and learning activities to familiarize students with the spoken word genre and invite students to imagine spoken word as part of their expanding repertoire. These experiences engaged with students’ linguistic, cultural, and other semiotic resources, valorizing translanguaging as a critical practice for youth in the process of resettlement and teachers supporting their social and educational integration. The article concludes with implications for teachers interested in incorporating spoken word in the classroom.

中文翻译：

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来自难民背景的多语种青年口语诗歌

本文报告了在郊区一所大型中学与来自难民背景的青年及其老师一起举办的口语诗歌研讨会的见解。在教育环境中使用口语诗歌的广泛目标是鼓励和倾听学生的声音和创造性的自我表达，并在课堂上探索与学生生活和经历相关的社会政治问题和不公正现象的机会。文章说明了工作坊如何创建情境化、具体化的教学和学习活动，以让学生熟悉口语流派，并邀请学生将口语想象为他们不断扩大的曲目的一部分。这些体验与学生的语言、文化和其他符号资源有关，将跨语言作为重新安置过程中的青年和支持他们社会和教育融合的教师的一项重要实践。文章最后对有兴趣将口语融入课堂的教师提出了启示。