Linguistic Landscapes in Language and Teacher Education: Multilingual Teaching and Learning Inside and Beyond the Classroom

Foreword: Linguistic Landscapes as a Useful Pedagogical Tool
Contents
Editor and Contributors
Introduction: Linguistic Landscapes in Language (Teacher) Education: Multilingual Teaching and Learning Inside and Beyond the Classroom
1 Introducing Linguistic Landscapes as a Research Field in Education
2 Studying Linguistic Landscapes: The Evolution of the Field as Seen Through the Lens of Language and Teacher Education
3 Multilingual and Plurisemiotic Linguistic Landscapes in Language Education
4 Volume Overview
5 Synthesis and Acknowledgements
References
The Exploration of Linguistic Landscapes in the Classroom
Languages Around Us: (In)visibility Matters
1 Introduction: Raising Young Learners’ Awareness of Linguistic Diversity
2 Situating Our Project Within Recent Linguistic Landscape Theory and Praxis
3 The Project Context: How It Began
3.1 From ‘Go Outside’ to ‘Go Online’: Original Plans and Reformulations of the Project
3.2 Output and Approach to the Data Sources
4 Analysis and Discussion of the Data
4.1 Dataset 1. List of Languages Living in the Students’ Homes and Cities
4.2 Dataset 2. Collage Showing the Evidence Found at Home and in Their Cities
4.3 Dataset 3. Word Clouds of Most Intriguing Words
4.4 Dataset 4. Student Reflections
5 Conclusions
References
Walking Linguistic Landscapes as Ways to Experience Plurality: A Visual Ethnography into Plurilingualism with Elementary School Children in Japan
1 Introduction
2 On Linguistic Landscapes as Plurilingual Pedagogy
2.1 The Evolving Linguistic Landscape in Japan
3 The Practice
3.1 Initial Observations and Data Collection
3.2 Data Collection and Hypothesizing During the Family Trip
3.3 Conducting Analyses
3.4 The Lapbook as a Creative Authoring Process for Collating, Displaying, and Sharing Results
4 Discussion: Walking to Voicing
5 Conclusion
References
Empowering Students and Raising Critical Language Awareness Through a Collaborative Multidisciplinary Project
1 Introduction
1.1 Context of the Project
1.2 Theoretical Framework and Project Aims
2 Implementation of the Project and Methodological Approach
3 Project Outcomes and Findings
3.1 Development of Plurilingual and Pluricultural Competences
3.2 Intergenerational Development of “Funds of Knowledge”
3.3 Development of Educational Partnerships
4 Concluding Remarks
References
Thinking Allowed: Linguistic Landscapes-Based Projects for Higher-Order and Critical Thinking Skills
1 Introduction
2 Theoretical Background
3 Research Methodology
4 Context
4.1 Participants
4.2 Pedagogical Activities that Led to Data Compilation
4.3 Description of Data
5 Analysis and Results from Each Dataset
5.1 Dataset 1: Videos
5.2 Dataset 2: Interviews
6 Discussion
7 Conclusion
References
Linguistic Landscapes in Multilingual Learning and Teaching Environments
Is There a Place for Global Citizenship Education in the Exploration of Linguistic Landscapes? An Analysis of Educational Practices in Five European Countries
1 Introduction
2 Linguistic Landscapes in Educational Research
3 Global Citizenship Education: A 21st Century Priority
4 Methodological Design
4.1 Context of the Study
4.2 Corpus of Analysis
4.3 Instrument and Procedures for Data Analysis
5 Results and Discussion
5.1 Domains of Learning
5.2 Competences
5.3 Topics
5.4 Approaches
6 Conclusion and Recommendations
References
Linguistic Landscape of Maputo: A Space for a Pedagogical Exploration of Multilingualism
1 Introduction
2 Language Situation
2.1 Mozambique
2.2 Maputo City
3 The Linguistic Landscape of Maputo
3.1 General Overview
3.2 Use of Xichangana/Xirhonga
3.3 Use of English
4 Pedagogical Exploration of Maputo’s Linguistic Landscape
4.1 Introduction
4.2 General Outline of the Mini-Project
5 Conclusion
References
The LoCALL App: A Mobile Tool to Promote Learning from and About Linguistic Landscapes
1 Introduction
2 The LoCALL App and the Web-Platform: Development and Features
2.1 The LoCALL App
2.2 Web-Platform
3 The Empirical Study
3.1 Context and Participants
3.2 Interdisciplinary Project
3.3 Data Collection and Analysis
4 Results and Discussion
5 Conclusion
Appendix 1 Semi-structured Group Interview Guide
References
Teachers’ and Students’ Voices on Linguistic Landscapes
Mediation of Language Attitudes Through Linguistic Landscapes in Minority Language Education
1 Introduction
2 The Role of LL in Minority Language Education
2.1 Linguistic Landscapes in Education in Minority Language Regions
2.2 Mediation in Minority Language Education
3 Methodology
3.1 Instruments
3.2 Sample
3.3 Data Analysis
4 Results
4.1 Students’ Attitudes Towards Frisian and Frisian in the LL
4.2 Mediation and Teachers’ Attitudes Towards the Use of LL in Frisian Minority Education
4.3 Policy Makers
5 Discussion and Conclusion
5.1 Explaining Students’ Attitudes Towards Languages and the LL
5.2 Explaining Teachers’ Beliefs and Attitudes Towards Frisian and the LL
5.3 Explaining Policymakers’ Beliefs and Attitudes Towards Frisian and the LL
6 Conclusion
References
Teacher and Student Perspectives on the Use of Linguistic Landscapes as Pedagogic Resources for Enhancing Language Awareness: A Focus on the Development of Cognitive and Affective Dimensions
1 Introduction
2 The Development of Language Awareness and Critical Language Awareness Through the Use of Linguistic Landscapes in Education
3 Empirical Research
3.1 Design of the Study: Context and Participants
3.2 Data Gathering Instruments and Data Analysis
4 Results
4.1 Cognitive Dimension of Language Awareness
4.2 Affective Dimension of Language Awareness
5 Conclusion
References
Educational Possibilities of Linguistic Landscapes Exploration in a Context of Pre-service Teacher Education
1 Introduction
2 Linguistic Landscapes and Education
3 Teacher Education and Linguistic Diversity: Some Principles and Strategies
4 Research Context and Methodology
4.1 Research Context
4.2 Research Methodology
5 Findings
5.1 Pedagogical and Didactic Dimension
5.2 Ethical and Political Dimension
5.3 Linguistic and Communicative Dimension
6 Concluding Remarks
References
The Co-Construction of the Concept “Linguistic Landscape” by Language Educators in an Online Course
1 Introduction
2 Fostering Knowledge and Teacher Education: A Focus on the Co-Construction of Concepts in Online Collaborative Environments
3 Empirical Study
3.1 Participants
3.2 The Learning Scenario: Activities and Principles
3.3 Perusall as a Data Collection Instrument
3.4 Corpus and Methodology of the Analysis
4 Data Analysis
4.1 Linguistic Landscapes: Conceptual Discussions
4.2 Linguistic Landscapes as a Pedagogical Resource
4.3 Dynamic Relations Between Languages
5 Conclusions and Perspectives
References
Expanding from Linguistic Landscapes in Education Scenarios
Sensescapes and What it Means for Language Education
1 Introduction
2 Beyond the Linguistic in Linguistic Landscapes: A Story Already Told
2.1 Multimodality: Towards a Broader Semiotic Lens
2.2 Languaging
2.3 Sensing and Making Sense: Enter the Senses
3 Sensescapes
4 Sensescapes and Language Education: Recognizing and Charting Possibilities
4.1 Some Considerations
4.2 A Sensescapes Approach to Language Education: Two Examples of Pedagogy
5 Conclusions
References
Material Culture Inside and Beyond the Multilingual Classroom: Theoretical and Pedagogical Perspectives
1 Introduction
2 From LL to the Material Culture of Multilingualism (MCM)
2.1 Trajectory of Purview Expansion in the Field of the LL
2.2 What is the Material Culture of Multilingualism (MCM)?
2.3 Distinctiveness of LL and MCM
2.4 Domains of the MCM
3 Material Culture of Multilingualism in Language Teaching
3.1 Multilingual Materialities in Language Classroom (MMC)
3.2 The Objectives for the Use of Materialities in the Classroom
4 Conclusion
References
The Visibility of Languages–Connecting Schools to Communities
1 Introduction
2 Multilingual Sydney
3 Do we Really Have a Chinatown or Little Greece in Sydney?
4 What Languages do Students Speak?
5 And What Languages do Teachers Speak?
6 Education and ‘Monolingualism’
7 What do Educational Websites Say About Multilingualism?
8 Concluding Thoughts
References
Virtual Linguistic Landscapes from Below: A Hashtag Analysis of the European Day of Languages
1 Introduction
2 Language and Social Media: The Case for Virtual Linguistic Landscapes
3 The European Day of Languages (EDL)
4 Twitter
5 Methods
6 Findings
6.1 The VLL—What Languages Were Visible in Tweets?
6.2 The Messengers and Their Messages
6.3 ‘Erweiterte Suche’
7 Discussion
References
Conclusion: Linguistic Landscapes in Education—Where Do We Go Now?
1 Introduction
2 Linguistic Landscapes as a Theorethical Lens
2.1 Linguistic Landscapes as a Theoretical Lens
2.2 Linguistic Landscapes as an Ethical Lens
3 Further Perspectives
3.1 On Research
3.2 On Classroom Pedagogies
3.3 On Teacher Education
4 Concluding Remarks
References