Linguistic landscaping
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Sebastian Muth
Abstract
This paper will examine the uses of linguistic landscapes as a pedagogical tool in the fields of multilingualism and foreign language teaching and learning. In line with an increasing interest in sociolinguistic research of linguistically and culturally diverse communities, linguistic landscaping emerged as a methodological paradigm for the study of multilingualism in society. In particular, the field opened up towards the study of educational spaces and schools. In that respect, linguistic landscaping evolves into an educational tool to increase students’ awareness of both linguistically diverse classrooms as well as societal multilingualism as a whole. Based on recent research findings, this paper argues that LLs can contribute significantly to develop literacy skills, improve pragmatic competence, increase the possibility of incidental language learning, help in the acquisition of multimodal literacy skills, and enhance sensitivity to connotational aspects of language. Furthermore, I will argue that research in linguistic landscaping opens up the potential to transform students into sociolinguists, critically reflecting on multilingual practices both in school and beyond.
Abstract
This paper will examine the uses of linguistic landscapes as a pedagogical tool in the fields of multilingualism and foreign language teaching and learning. In line with an increasing interest in sociolinguistic research of linguistically and culturally diverse communities, linguistic landscaping emerged as a methodological paradigm for the study of multilingualism in society. In particular, the field opened up towards the study of educational spaces and schools. In that respect, linguistic landscaping evolves into an educational tool to increase students’ awareness of both linguistically diverse classrooms as well as societal multilingualism as a whole. Based on recent research findings, this paper argues that LLs can contribute significantly to develop literacy skills, improve pragmatic competence, increase the possibility of incidental language learning, help in the acquisition of multimodal literacy skills, and enhance sensitivity to connotational aspects of language. Furthermore, I will argue that research in linguistic landscaping opens up the potential to transform students into sociolinguists, critically reflecting on multilingual practices both in school and beyond.
Chapters in this book
- Prelim pages i
- Table of contents vii
- Introduction 1
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Part I. Policy perspectives
- Language education in and for a multilingual Europe 33
- Multilingualism and education in sub-Saharan Africa 57
- Language policy, language study, and heritage language education in the U.S. 77
- Globalization, national identity, and multiculturalism and multilingualism 99
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Part II. Theoretical perspectives
- L3, the tertiary language 127
- Plurilingual identities 151
- Models of multilingual competence 173
- The multilingual turn in foreign language education 191
- Linguistic landscaping 213
- Identity and investment in multilingual classrooms 237
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Part III. Empirical perspectives
- The acquisition of English as an L3 from a sociocultural point of view 255
- Affordances of multilingual learning situations – Possibilities and constraints for foreign language classrooms 281
- L1 effects in the early L3 acquisition of vocabulary and grammar 305
- “One day a father and his son going fishing on the Lake.” – A study on the use of the progressive aspect of monolingual and bilingual learners of English 331
- English as a lingua franca at the multilingual university 359
- Learning English demonstrative pronouns on bilingual substrate 381
- Contributors 407
- Subject index 419
Chapters in this book
- Prelim pages i
- Table of contents vii
- Introduction 1
-
Part I. Policy perspectives
- Language education in and for a multilingual Europe 33
- Multilingualism and education in sub-Saharan Africa 57
- Language policy, language study, and heritage language education in the U.S. 77
- Globalization, national identity, and multiculturalism and multilingualism 99
-
Part II. Theoretical perspectives
- L3, the tertiary language 127
- Plurilingual identities 151
- Models of multilingual competence 173
- The multilingual turn in foreign language education 191
- Linguistic landscaping 213
- Identity and investment in multilingual classrooms 237
-
Part III. Empirical perspectives
- The acquisition of English as an L3 from a sociocultural point of view 255
- Affordances of multilingual learning situations – Possibilities and constraints for foreign language classrooms 281
- L1 effects in the early L3 acquisition of vocabulary and grammar 305
- “One day a father and his son going fishing on the Lake.” – A study on the use of the progressive aspect of monolingual and bilingual learners of English 331
- English as a lingua franca at the multilingual university 359
- Learning English demonstrative pronouns on bilingual substrate 381
- Contributors 407
- Subject index 419
