2026/03/04 by Jennifer Burton · 1 citation
Arts and Humanities · Computer Science · #Discourse Analysis in Language Studies #EFL/ESL Teaching and Learning #Innovations in Education and Learning Technologies
paper · doi:10.1080/09571736.2026.2628332
openalex publication_date 2026/03/04 · openalex created_date 2026/03/13 · openalex updated_date 2026/07/23
This qualitative, exploratory study explores how translingual spoken word poetry shaped language learning and meaning-making practices in an online English for academic purposes (EAP) course. Situated in a Canadian post-secondary institution, the pedagogic innovation examined challenges the persistent dominance of monolingual, form-focused pedagogies that can marginalise multilingual students and their affective experiences. Drawing on translanguaging for critical multilingual language awareness, the study positions language as socially, culturally, and relationally situated, emphasising emotion as integral to multilingual meaning-making. Fifteen advanced EAP students participated in the study. The analysis of course artefacts, weekly journals, spoken word poetry collections, and semi-structured interviews highlighted three interrelated themes in participants’ responses to the pedagogic innovation: (1) a shift from grammatical correctness toward meaning-making, enabling more authentic self-expression; (2) emotional and translingual creativity, where students drew on diverse linguistic and multimodal resources to articulate personal, cultural, and affective experiences; and (3) reciprocal and relational engagement, highlighting participants’ increased attention to audience and connection. Findings suggest that spoken word poetry activities can foster linguistic flexibility, critical awareness of metalinguistic difference, and emotional agency. The study contributes to EAP pedagogy by illustrating how such practices can humanise language learning, challenge deficit-oriented norms, and cultivate more inclusive, relationally-affirming classrooms.