This chapter examines a collaborative practitioner inquiry into how multilingual and multimodal pedagogies can enhance poetry teaching for plurilingual learners in an Intensive English Centre (IEC). Partnering with Rose, an experienced IEC teacher, the study investigates ways to reorient classroom practice through a multilingual lens to better support newly arrived migrant and refugee students in developing their English language proficiency. Through the integration of pedagogical translanguaging and multimodal strategies, the inquiry illuminates how learners’ diverse linguistic repertoires can be leveraged to deepen engagement, interpretation, and expression in poetry. The findings demonstrate that creating spaces where multiple languages and modes of meaning-making coexist not only strengthens learners’ confidence and comprehension but also fosters more equitable and culturally responsive literacy practices.