In order to humanize and contextualize ESL/EFL learning, poetry writing has been suggested and considered as an effective strategy for meaningful literacy. However, there is a lack of empirical evidence for the pedagogical significance of poetry writing on language learning. To make up for the dearth of research about poetry writing, the present study explored to what extent a primary English language learner can express herself through poetry writing in an American classroom and the significance of poetry writing as meaningful literacy in ESL/EFL learning. Adopting a qualitative research approach, this small-scale case study conducted textual analyses of a young English language learner’s poetry works and in-depth interviews with her. Findings suggest that poetry writing encouraged the participant learner to express herself with her own voice, enhanced her L2 linguistic awareness, provided meaningful learning opportunities―authorship and readership―, and motivated the learner to overcome challenges as an English language learner. The present study contributes to the understanding of young English language learners’ poetry writing in the field.

I. Introduction
II. Previous Research
    1. Meaningful Literacy
    2. Poetry Writing in ESL/EFL Classrooms
III. Research Method
    1. Participant and the Context
    2. Data Collection
    3. Data Analysis
IV. Findings and Discuss
    1. My Voice: Expressive Writing
    2. L2 Linguistic Awareness
    3. Authorship and Readership
    4. Overcoming Challenges
V. Conclusion
References
Appendix

• Song-Eun Lee(Dong-Eui University)