“It Is More Expressive for Me”: A Translingual Approach to Meaningful Literacy Instruction Through Sijo Poetry KYUNG MIN KIM Miami University Oxford, Ohio, United States GLORIA PARK Indiana University of Pennsylvania Indiana, Pennsylvania, United States 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 lit- erature (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 her- itage 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 translin- gual 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 con- scious tool for self-expression as well as a valued tool for language development. The authors argue for the incorporation of poetry writ- ing into second language teaching to enhance learners’ understand- ing and expressions of personal and transnational experiences. doi: 10.1002/tesq.545 미국은 머리에만 있었고 볼 수 없었다. A glimpse of my grandmother at the landing gate brought tears of joy 미국이이제 와서야 나한테는 현실이라. (sijo written by Park) TESOL QUARTERLY Vol. 0, No. 0, xxx 0000 © 2019 TESOL International Association 1