Chapters in this book

1. Frontmatter i
2. Contents v
3. Illustrations ix
4. Acknowledgments xi
5. Adopting Fictional Landscapes for Language Learning: A Foreword xiii
6. 1 Introduction: Navigating and Experiencing Realities through Fiction
7. 1.1 Linguistic Landscapes 1
8. 1.2 Fan Practices 6
9. 1.3 Fictional Linguistic Landscapes 9
10. 1.4 Purpose(s) of the Book 11
11. 1.5 Structure of the Book 13
12. 2 A Critical Review of Linguistic Landscapes in Second Language Teaching and Learning
13. Introduction 16
14. 2.1 Emerging Themes across Pedagogical LL Research 18
15. 2.2 Theoretical Underpinnings of LL Research in Language Education 31
16. 2.3 LLinL2TL: A Literacies-Based Pedagogical Model 33
17. 2.4 Conclusion 38
18. 3 A Comprehensive Exploration of Fan Practices for Language Teaching and Learning
19. Introduction 39
20. 3.1 New Frontiers of Fan Culture: Fan Affinities in the Digital Age 40
21. 3.2 Fan Practices: Categories and Examples 41
22. 3.3 Emerging Themes in Educational Research on Fan Practices 45
23. 3.4 Incorporating Fan Practices into the Classroom 57
24. 3.5 A Pedagogical Model for Systematic Incorporation of Fan Practices into Classrooms 60
25. 4 Language Learners Designing Fannish Semiotic Landscapes for Frank Herbert’s ‘Duniverse’
26. Introduction 65
27. 4.1 Multimodal Fan Practices within Semiotic Landscapes in the Classroom 67
28. 4.2 Learners’ Designs of Fannish Semiotic Landscapes 71
29. 4.3 Emerging Themes 74
30. 4.4 Reflections on Learners’ Fan Practices in Semiotic Landscapes 86
31. 4.5 Sample Pedagogical Practices 88
32. 4.6 Final Thoughts 92
33. 5 Skinscapes and Fan Artworks as Multimodal Meaning-Making Literacy Practices in Language Classrooms
34. Introduction 95
35. 5.1 Skinscapes and Fan Art Practices in the Classroom 97
36. 5.2 Learners’ Tattoo Designs 99
37. 5.3 Emerging Themes 102
38. 5.4 Reflections on Learners’ Engagement with Skinscapes and Fan Art Practices 111
39. 5.5 Sample Pedagogical Practices 113
40. 5.6 Final Thoughts 118
41. 6 Resonating through the Sands of Arrakis: Learners Socializing into Musical Fan Practices
42. Introduction 121
43. 6.1 Lyrical Fan Practices as Soundscapes in the Classroom 123
44. 6.2 Learners’ Lyrical Fan Practices 126
45. 6.3 Emerging Themes 127
46. 6.4 Reflections on Learners’ Lyrical Fan Practices 138
47. 6.5 Sample Pedagogical Practices 140
48. 6.6 Final Thoughts 145
49. 7 From Digital Fandom to Language Education: Leveraging Fan Practices within Social Mediascapes
50. Introduction 147
51. 7.1 Fan Practices on Social Mediascapes in the Classroom 150
52. 7.2 Learners’ Social Media Designs 152
53. 7.3 Emerging Themes 154
54. 7.4 Reflections on Learners’ Fan Practices on Social Mediascapes 163
55. 7.5 Sample Pedagogical Practices 166
56. 7.6 Final Thoughts 170
57. 8 Leveraging Fictional Linguistic Landscapes in Teacher Education: Insights from Lesson Plan Analysis
58. Introduction 173
59. 8.1 Fictional Linguistic Landscapes (FLL) in a Teacher Education Course 175
60. 8.2 Student Teachers’ FLL-Oriented Lesson Plans 178
61. 8.3 Key Findings 182
62. 8.4 Reflections on Student Teachers’ FLL-Oriented Lesson Plans 192
63. 8.5 Pedagogical Suggestions for Teacher Educators 195
64. 8.6 Sample FLLinL2TL Lesson Plan 197
65. 8.7 Final Thoughts 200
66. 9 Conclusion, Key Insights and Implications for Research and Pedagogy
67. 9.1 Introduction 202
68. 9.2 Key Insights 205
69. 9.3 Implications for Research 214
70. 9.4 Implications for Pedagogy 216
71. 9.5 Final Thoughts 220
72. Appendices
73. Appendix A 223
74. Appendix B 225
75. Appendix C 225
76. References 227
77. Index 241