Language Teaching in the Linguistic Landscape: Mobilizing Pedagogy in Public Space

Preface
	References
Contents
Contributors
Introduction
	1 Overview and Goals of this Volume
	2 Mobilizing Pedagogy in the Public Space: Converging Research Trajectories
	3 Volume Overview
	References
Part I: Transforming Language Curricula and Learning Spaces
	Linguistic Landscape Projects in Language Teaching: Opportunities for Critical Language Learning Beyond the Classroom
		1 Introduction
		2 Background
			2.1 The Social Turn in Language Education
			2.2 The Spatial Turn in Language and Literacy Education
			2.3 Multiliteracies and Linguistic Landscapes
			2.4 Multiliteracies and Learning by Design
		3 The Spanish Language Programs at Barnard College and Columbia University
		4 Hispanic/Latino/a/x Cultures in New York City
		5 Linguistic Landscape Projects
			5.1 The Linguistic Landscape Project in Elementary Spanish I
				5.1.1 Framing the Project
				5.1.2 Examples of the Linguistic Landscape Project in Elementary Spanish I
			5.2 The Linguistic Landscape Project in Elementary Spanish II
				5.2.1 Framing the Project
				5.2.2 Examples of the Linguistic Landscape Project in Elementary Spanish II
		6 Conclusion
		References
	Linguistic Landscape Images and Québec’s Cultural Narrative in French Textbooks
		1 Introduction
		2 Textbook Analysis
		3 Québec Cultural Narrative in French Textbooks
		4 Why Investigate Québec’s LL Images in Textbooks?
		5 Method
			5.1 Sample of Textbooks and Images
			5.2 Analysis
		6 Results
			6.1 Language in the Cityscapes
			6.2 Cultural Narrative in LL Images
			6.3 Multimodal Language and Culture Learning
		7 Discussion
		8 Conclusion
		Appendix: French Textbooks Containing LL Images
		References
	Teaching with Virtual Linguistic Landscapes: Developing Translingual and Transcultural Competence
		1 Introduction
		2 The Ability to Operate Between Languages
		3 Reflection Through Another Language and Culture
		4 Challenging Students’ Imaginations and Fostering Alternative Linguistic, Cultural Experience
		5 Discussion and Conclusion
		References
	University Exchange Students’ Practices of Learning Finnish: A Language Ecological Approach to Affordances in Linguistic Landscapes
		1 Introduction
		2 Context
		3 Language Awareness: Towards an Ecological and Distributed Approach
		4 Materials and Methods
		5 Analysis
			5.1 An Overview
			5.2 Examples
				5.2.1 Making Sense of ‘Unintelligible’ Signs
				5.2.2 Signs ‘Understood’
		6 Discussion and Conclusion
		References
	Classroom Translanguaging Through the Linguistic Landscape
		1 Introduction
		2 Bringing Together Linguistic Landscapes and Translanguaging
			2.1 Translanguaging
			2.2 Translanguaging in Schoolscapes
		3 Contextual Setting
		4 Methods of Data Collection and Analysis
		5 Findings
			5.1 Presence of Multilingualism
			5.2 Displayed Newsletters
			5.3 Multimodal Translanguaging
		6 Contributing to Translanguaging in the Schoolscape
			6.1 Activist Research: Giving Back to the Community
		7 Conclusion
		References
Part II: Fostering Critical Social Awareness
	Building Language Teacher Awareness of Colonial Histories and Imperialistic Oppression Through the Linguistic Landscape
		1 Introduction
		2 Course Structure
		3 Pedagogical Context
		4 Historical Context
		5 Linguistic Landscapes, Language Awareness and Teacher Education
		6 Methodology
		7 Student Reflections
			7.1 Reflections on English
			7.2 Reflections on Indigenous Languages
			7.3 Instructor Reflections
		8 Conclusion
		References
	Floating Traffic Signs and the Ambiguity of Silence in the Linguistic Landscape
		1 Linguistic Landscape as a Tool for Language Awareness and Learning
		2 Language Learning and the Ambiguity of Silences in the LL
		3 The Study: Investigating the LL at Home and Abroad
			3.1 Overview of the Study
			3.2 Introducing LL and the Notion of Silences into the Language Classroom
			3.3 Tasks and Topics of the LL Module
		4 Discussion of Student Data
			4.1 Silence in the Taken for Granted Manipulation of Language
			4.2 Silence in Cultural Stereotypes and Myths
		5 Conclusions and Implications
		References
	A Geolocative Linguistic Landscape Project in Korean as Foreign Language Education
		1 Introduction
		2 Literature Review
			2.1 LL in Language Education
			2.2 The 5Cs in Foreign Language Education
		3 The Aim of This Project and Research Questions
		4 Methodology
			4.1 Context: Korean in the State of Georgia
			4.2 Participants
			4.3 The LL Project
		5 Data Analysis and Findings
			5.1 Students’ Analysis and the 5Cs
				5.1.1 Use of L1 and C1 to Analyze the Linguistic Environment: Comparisons, Connections, Communities
				5.1.2 Comparison of Language Selection and Use with Regional Knowledge
				5.1.3 Evaluation of the Authenticity of Target Culture: Connection and Comparison
				5.1.4 Language Awareness and Construction of Identities: Connections and Communities
			5.2 Students’ Survey on the 5Cs
		6 Discussion
		7 Conclusion
		Appendices
			Appendix 1: A Summary of the Project Procedure
			Appendix 2: Student Survey Questions
		References
	Using Linguistic Landscapes as Stimuli for Relevant EFL Writing
		1 Using Linguistic Landscapes as Stimuli for Relevant EFL Writing
		2 Theoretical Underpinnings: Critical Literacy Pedagogy
			2.1 Critical Literacy Pedagogy and PhotoVoice
			2.2 English Writing in the Arab Classroom
		3 Methodology
			3.1 Context
			3.2 Participants
			3.3 Procedures
			3.4 Data Collection and Analysis
		4 Results
			4.1 Absence of Arabic
			4.2 Abundance of Mistakes
			4.3 Hebraization of Arabic Words
			4.4 Students’ Reflections
			4.5 Community Sharing
		5 Discussion
		6 Conclusion
		References
	Developing Critical Sociolinguistic Awareness Through Linguistic Landscapes in a Mixed Classroom: The Case of Spanish in Texas
		1 Introduction
		2 Spanish in the Classroom Through a Critical Lens
		3 The Study
			3.1 Participants
			3.2 Setting
			3.3 Data Collection and Analysis
			3.4 The Didactic Unit
				3.4.1 Lectures, Readings, and Homework
			3.5 The Ethnolinguistic Project
				3.5.1 Written Reports and in-Class Presentations
		4 Results
			4.1 Questionnaire Results
			4.2 Data Analysis
				4.2.1 Linguistic Awareness
				4.2.2 The Intersection of Social/Cultural/Political Awareness
				4.2.3 Purposes of the Signs
				4.2.4 Hypothetical Reasoning
		5 Discussion
		6 Conclusion
		Appendices
			Appendix A
				Linguistic landscapes questionnaire
			Appendix B
				Instructional Materials
		References
Part III: Language Students as Researchers and Linguistic Landscape
	Linguistic Landscape as an Antidote to the Commodification of Study Abroad Language Programs: A Case Study in the Center of Madrid
		1 Introduction
		2 Situating this Study in the Literature
			2.1 The Touristification of Study Abroad
			2.2 Linguistic Landscape Studies
		3 Overview of the Course
			3.1 Setting and Participants
			3.2 Course Content Overview: Engaging with Politically Charged Issues
			3.3 Intervention in Tourist Practices: Photography
		4 Linguistic Landscape Project in the Center of Madrid
			4.1 Introduction to the Project
			4.2 Project Description
				4.2.1 Phase 1: The Conceived Space
				4.2.2 Phase 2: The Perceived Space
				4.2.3 Phase 3: The Lived Space
			4.3 Discussion
				4.3.1 Tradition Vs. Globalization
				4.3.2 Immigration, Activism and Youth Culture
				4.3.3 Exposed to the Periphery
		5 Conclusion
		References
	Taking the Foreign out of Language Teaching: Opening up the Classroom to the Multilingual City
		1 Introduction
		2 Contexts
			2.1 London as a Multilingual City
			2.2 Language Diversity, Hierarchies and Language Learning
			2.3 Pedagogies for Multilingual Contexts: The Study of Linguistic Landscapes
				2.3.1 Contexts: Knowledge to Interpret the Linguistic Landscape
				2.3.2 “Awakening the ethnographic eye”: Meeting the People behind the Linguistic Landscape
		3 En un lugar de Loñdres: A Project on Teaching and Learning Spanish as a London Language
			3.1 Teaching Context and Participants’ Profiles
			3.2 The City Context for our Project: Spanish-Speaking Communities in London
			3.3 Aims and Description of the Project
			3.4 Project Activities
				3.4.1 Observing Linguistic Landscapes on-Land and Online: Activities Aimed at Discovering Spanish and Spanish-Speaking Communities in London
				3.4.2 Contextualising: Knowledge to Interpret the Spanish Linguistic Landscape
				3.4.3 Awaking the “Ethnographic Eye”: Visiting and Interviewing the People behind the Spanish Linguistic Landscape
					Workshop on Documentary Photography, and the Visit
					Workshop on Field Work and Interviewing, and the Interview
		4 Results and Discussion
			4.1 Results
			4.2 Limitations and Issues of Implementation
		5 Concluding Remarks
		Appendix: Overview of Project Activities
			First Term
				Phase 1: Observing Linguistic Landscapes Online and on-Land: Discovering Spanish and the Spanish-Speaking Communities in London
				Phase 2: Contextualising: Knowledge to Interpret the Spanish Linguistic Landscape in London
			5.1 Second Term
				Phase 3: Awakening the “Ethnographic Eye”: Visiting and Interviewing the People behind the Spanish Linguistic Landscape in London
		References
	Ethnographic Language Learning Projects Through the Linguistic Landscape
		1 Ethnographic Language Learning Projects
		2 Language Learning Through the Linguistic Landscape: Pedagogical Approaches
			2.1 Linguistic Landscape as L2 Input for Language Awareness
			2.2 Linguistic Landscape as Sociocultural Practice
		3 Pedagogical Dimensions
			3.1 A Project-Based Approach to LL and L2 Learning
			3.2 Examples of Ethnographic Language Learning Projects
			3.3 Discussion of Ethnographic Language Learning Projects
		4 Conclusions
		Appendix A
		References
	Investigating Bulletin Boards with Students: What Can Citizen Science Offer Education and Research in the Linguistic Landscape?
		1 Introduction
		2 Role and Aims of Participants
		3 Educational Design
		4 Implementing the Curriculum
			4.1 The Role of the Teachers
			4.2 Choice of Medium and Technology
			4.3 Learning Space
			4.4 Learning Attitudes and Learning Outcome
		5 Affordances and Constraints
		6 Conclusion
		References