Those of us who teach know that the various cultural debates around multilingualism worm their ways into our classrooms. At the K-12 level especially, bi- and multilingual education have specific consequences for funding: the fear is that English Language Learners (ELLs) will lower schools’ test scores, resulting in a punitive drop in already meager funding. In higher ed, many universities are getting rid of foreign language requirements (although they’re still promoting study abroad as a great resumé-booster and as the ticket to success in an increasingly globalized economy). At all levels of education, of course, there are many students who are second-language (or third- or fourth-language) speakers, and students speak varieties of English other than the ones that are privileged in traditional education. Many of these students want to improve their use of Standard English, but that doesn't mean they should be made to feel as though there is an "English Only" sign on the classroom door.
It may seem a bit beside the point to bring these educational and cultural debates into a conversation about poetry, but I think that the relative openness to multilingualism that is readily visible in so many poems can serve as a helpful corrective to the transparent and univocal conception of language that reigns supreme in most educational settings.