Somos Autores/نحن مؤلفون: Supporting Multilingual Student Learning through Authorship

Based on a four-week curricular unit that engages high school newcomer Arabic- and Spanish-speaking students in culturally and linguistically responsive content, this author outlines processes to leverage translation to unpack mentor texts and create “Yo Soy/أنا أكون/I Am” poems.

Authors

Publication Details

Journal
The English Journal
Published
2026-11-05
DOI
https://doi.org/10.58680/ej20261150614
Primary Topic
Multilingual Education and Policy
Type
article
Field-Weighted Citation Impact
0.00
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article

Somos Autores/نحن مؤلفون: Supporting Multilingual Student Learning through Authorship

JUAN I. VERGARA
The English Journal
Multilingual Education and Policy
article

Somos Autores/نحن مؤلفون: Supporting Multilingual Student Learning through Authorship

JUAN I. VERGARA
article en

Abstract

Based on a four-week curricular unit that engages high school newcomer Arabic- and Spanish-speaking students in culturally and linguistically responsive content, this author outlines processes to leverage translation to unpack mentor texts and create “Yo Soy/أنا أكون/I Am” poems.

The English JournalVol. 115(6)
Openalex Percentile: Top 6%
Multilingual Education and Policy
DOISourceOpenAlex
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Somos Autores/نحن مؤلفون: Supporting Multilingual Student Learning through Authorship — JUAN I. VERGARA · The English Journal (2026) | TGRS Research Map | TGRS