Linguistic Landscape Projects in Language Teaching: Opportunities for Critical Language Learning Beyond the Classroom

Lozano, María Eugenia Martínez; Jiménez-Caicedo, Juan Pablo; Abraham, Lee B.

doi:10.1007/978-3-030-55761-4_2

Cited by 16 publications

(18 citation statements)

References 26 publications

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“…More recently, my colleagues and I, in the research group that I lead, decided to embark on an ethnography (Pink, 2008) that aimed at documenting the multicultural nature of the linguistic landscape of the historic district of Bogotá as a resource for learning and teaching. We engaged with local people, artists, teachers, and university students to document multimodal texts and discourses that could inform instructional literacy practices in teacher education programs, (Lozano et al, 2020;Clavijo & Austin, forthcoming).…”

Section: Language and Literacy Practices In Teacher Educationmentioning

confidence: 99%

“…We used ethnography to analyze how local people engage with multimodal texts, and linguistic landscapes to inform instructional literacy practices in teacher education programs. In this regard, Lozano et al, (2020) believe that "connecting students´ identities and experiences with authentic cultural and linguistic materials beyond the classroom holds great potential for language instruction because of the cognitively engaging and meaningful learning possible in these contexts" (p. 18).…”

Section: Linguistic Landscape Projects As Opportunities For Learning Beyond the Classroommentioning

confidence: 99%

“…Relating school, family, neighborhoods, and communities promotes teacher agency by engaging teachers and students in reflection and inquiry. These are lenses which allow them to construct informed decisions by situating language practice in connection with the realities of the city in which learners and teachers live and learn (Lozano et al, 2020).…”

Section: Language and Literacy Practices In Teacher Educationmentioning

confidence: 99%

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Language and Literacy Practices in Teacher Education: Contributions from a Local Agenda

Clavijo-Olarte

2021

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Language and literacy practices in teacher education are decisive in the education of future language teachers. In this article, I share my beliefs as a teacher educator about language and literacy practices constructed with teachers in Bogota. Thus, my intention is to weave my professional narrative through the connections I can make from theory and praxis to explain teachers´ understandings of language and literacy through their life and literacy experiences and the way they organize their practice as language teachers. My research trajectory of thirty years documenting the local literacy practices within the research area of literacy studies and local pedagogies for social transformation has significantly informed my practice. University-school partnerships and international collaborations for research and teaching in Brazil, Chile, Costa Rica, Manchester, in the USA, and Dundee, in the UK, have nurtured me personally and professionally. My understanding of literacy as a social practice evolved to critical literacies and I developed knowledge in community pedagogies and city semiotic landscapes through reflections and collaborations via working with teachers. Community-based pedagogies (CBPs) invite teachers to see their life and work in relation to places they live and teach as meaningful content for linguistic, social, cultural, ecological, and economic resources to inspire students´ inquiries and teachers´ transformative practices. The city semiotic landscapes are powerful literacies for language learning; therefore, they currently adhere to the research group´s agenda (2019-2021). I describe my understandings, contributions, and suggestions as concerns in the field of teacher education in Colombia. My conclusions raise awareness about the need to address these topics in teacher education programs in Colombia.

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Section: Language and Literacy Practices In Teacher Educationmentioning

confidence: 99%

Section: Linguistic Landscape Projects As Opportunities For Learning Beyond the Classroommentioning

confidence: 99%

Section: Language and Literacy Practices In Teacher Educationmentioning

confidence: 99%

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Language and Literacy Practices in Teacher Education: Contributions from a Local Agenda

Clavijo-Olarte

2021

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“…A partir de este marco, describimos e interpretamos las relaciones constituidas entre el chef y el resto de los participantes sociales del sub apartado a manera de una narrativa social, es decir, un suceso conformado por participantes, lugares, eventos y desenlaces sociales. Es así como esas relaciones se ven permeadas por varios elementos que las definen, entre ellos el contexto local y su paisaje lingüístico (Lozano, Jiménez-Caicedo & Abraham, 2020), las significaciones propuestas por el chef a través de su lenguaje (oral, corporal, etc. ), los metadiscursos del chef y del programa Bizarre Foods, los usos del lenguaje por parte de los "locales" para comunicar algo al chef y la interpretación que éste les da (o que recibe de sus intérpretes).…”

Section: Metodologíaunclassified

“¡Hey! Un patacón ahí” Movilización de significados y construcción de identidades del barrio Getsemaní en Bizarre Foods

Fonseca

2021

Arboles Rizomas

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Este ensayo busca establecer el modo como el programa de TV estadounidense Bizarre Foods Americas construye identidades y significaciones acerca del barrio Getsemaní (Cartagena de Indias, Colombia) en la interacción entre un 'cocinero aventurero' de habla inglesa y la gente local del barrio, mediante recursos multimodales. Para la descripción e interpretación de los datos acudimos, por un lado, a la etnografía virtual (Domínguez, et.al., 2007; Pauwels, 2012) y, por otro, a conceptos relacionados con el lenguaje y la globalización para explicar la construcción de identidades (Blommaert, 2010; Pietikäinen, 2018; Menezes de Souza, 2019; Stroud, 2017). Los resultados muestran que a través de un diverso repertorio de recursos semióticos utilizados durante el programa, se establecen distintos elementos identitarios locales así como la perpetuación y legitimización de fenómenos sociales adversos para la población local referidos a relaciones sociales desiguales de poder y discursos colonialistas.

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“…11, 2021 who identify with particular languages. However, not many of such studies have explored LL as a pedagogical resource for PoM (Lozano et al, 2020;Rowland, 2013), especially in a Canadian context.…”

Section: Introductionmentioning

confidence: 99%

“Activizing” the pedagogy of multiliteracies: The dynamic, action-oriented turn with languacultural landscape studies

Akimenko

2022

OLBIJ

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In this article, I introduce the approach that I have named languacultural landscape (LCL), which is the advancement of linguistic landscape (LL) used as a pedagogical resource. I draw on the pedagogy of multiliteracies (PoM) and explore the potential of an LCL project to bring PoM in its fullest “critical” sense to plurilingual classrooms. The paper discusses the theoretical foundations of the LCL approach and outlines the differences and similarities between LCL and LL as pedagogical resources. I also provide recommendations on how an LCL project could be conducted in a classroom, based on an LCL research project undertaken by me in my local community. I argue that such a project could be used to not only address students’ understanding of cultural diversity by critically analyzing historical and political contexts of learning, but also as a way to reimagine the reality around them with more egalitarian cultural dynamics in mind.

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Linguistic Landscape Projects in Language Teaching: Opportunities for Critical Language Learning Beyond the Classroom

Cited by 16 publications

References 26 publications

Language and Literacy Practices in Teacher Education: Contributions from a Local Agenda

Language and Literacy Practices in Teacher Education: Contributions from a Local Agenda

“¡Hey! Un patacón ahí” Movilización de significados y construcción de identidades del barrio Getsemaní en Bizarre Foods

“Activizing” the pedagogy of multiliteracies: The dynamic, action-oriented turn with languacultural landscape studies

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