Linguistic Landscape and Language Learning

Abstract

Together with its contributions in fields such as sociolinguistics, language policy, and social semiotics, linguistic landscape has become a compelling arena of interest for language learning as well. The diverse and contested nature of languages as displayed and experienced in public space lends itself to study as far more than authentic L2 input. Accordingly, in out‐of‐class settings of all kinds, educators and researchers are exploring pedagogical applications that bridge diverse traditions of language study and literacy education, treating public texts and textual practices as opportunities for learners to develop language awareness, intercultural competence, civic participation, and social critique. After reviewing some of the disciplinary origins and interconnections between linguistic landscape and L2 learning research, this entry introduces several recent studies of language and literacy learning in the linguistic landscape. It then identifies a number of potential areas for future dialogue and reciprocal growth between linguistic landscape and “schoolscape” research methods, on the one hand, and L2 teaching design, on the other.

A Panorama of Linguistic Landscape Studies

“…the students' work, teacher produced or commercially provided signage). Schoolscapes also contribute to the realization of educational aims (Malinowski & Dubreil, 2019). Sometimes, linguistic landscapes are created with the purpose of teaching something and can lead to active language learning.…”

Open Education and Second Language Learning and Teaching

“…Luk's approach to the study of everyday language aligns well with current research in 'linguistic landscapes,' a new fi eld described by Landry and Bourhis (1997: 23) as the 'visibility and salience of languages on public and commercial signs in a given territory or region.' Primarily anchored in the fi elds of sociolinguistics and social semiotics, the study of linguistic landscapes has recently attracted the interest of SLA scholars who are exploring the aff ordances of public signage as a rich source of authentic input for language learners (Malinowski & Dubreil, 2019). In summary, the literacy lessons in Luks' OER are based on the premise that 'the literary' is not a special, marginal kind of language, but rather, part of ordinary discourse that literally surrounds us in our everyday environments.…”

Autentiski teksti valodas apguvē: teorijas, pieejas un pieredzes stāsti

“…Kopumā teorētiskajos un praktiskajos rakstos tiek izcelti tādi ieguvumi no LA zīmju vai LA izpētes iesaistīšanas mācību procesā: ■ nejaušas mācīšanās iespējamība; ■ robežu nojaukšanu starp mācīšanos auditorijā un ārpus izglītības iestādes; ■ noteiktā vidē balstītas un kontekstualizētas mācīšanās nodro šinājums; ■ iespēja pilnveidot tekstpratību, multilingvālo un multimodālo kompetenci un pragmatisko kompetenci; ■ iespēja padziļināt izpratni par noteiktas valodas vides kultūrvēsturi un starpkultūru attiecībām; ■ iespēja attīstīt studentu radošumu, kritisko domāšanu un analītiskās prasmes (piem., Sayer 2010;Rowland 2013;Malinowski, Dubreil 2019).…”