Parents Interpreting Their Children’s Schoolscapes: Building an Insider’s Perspective

Szabó, Tamás Péter; Troyer, Robert A.

doi:10.5040/9781350077997.0029

Cited by 4 publications

(1 citation statement)

References 12 publications

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“…Esimerkiksi jos oppimistila on muotoiltu keskustelupiiriksi, se aikaansaa odotuksen tasa-arvoisemmasta vuorovaikutustilanteesta kuin perinteinen frontaali luokkahuone (ks. Szabó & Troyer 2020). Tilallinen ja posthumanistinen näkökulma heijastuu myös tapaan hahmottaa kielen oppimista.…”

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Kielimaisemat kielikoulutuspolitiikan kohteena ja tekijänä kieliparikouluissa

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Szabó,

Laihonen

2023

AFinLA

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This chapter examines the relationship between language ideologies, language education policies and linguistic landscapes in education. Our context is co-located Swedish- and Finnish-medium schools that share the school building but function as separate and administratively monolingual units. Basic education in Finland is organized separately for both national languages and the separation has been considered crucial to shelter Swedish as a de facto minority language. Therefore, co-located schools have raised some critical voices but more recently also increasing interest as multilingual learning environments. In this chapter, we examine co-located schools with a focus on linguistic landscapes and how they enable and constrain multilingual social practices and language learning. We conclude that even if co-located schools provide a linguistically diverse learning environment, the utilization of these linguistic resources for the purposes of language learning requires long-term planning.

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Section: Johdantounclassified

Kielimaisemat kielikoulutuspolitiikan kohteena ja tekijänä kieliparikouluissa

From,

Szabó,

Laihonen

2023

AFinLA

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More than writing on the wall

Savela

2022

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This article is dedicated to the analysis of visual multimodality and agency in a school unit situated in Southwestern Finland. The school unit is approached as a node of intersecting discourses and its visible features are investigated as materialized discourses. The results indicate that writing is the preferred mode of visual expression in this learning environment and that there is a shift in modes from image to writing as students progress in the school system, which reflects the existing de jure educational discourses. Moreover, while teachers and school staff are the most active agents in the school unit, the assessment of multimodality indicates that students appear more passive than they are if research focuses only on writing. Moreover, not taking images into account risks reinforcing the traditional notion of writing as the only proper form of expression.

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Language attitudes and identity building in the linguistic landscape of Montreal

Leimgruber

Fernández-Mallat

2021

Open Linguistics

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Few studies to date have considered the agency of readers in reinterpreting the cultural, historical, political, and social background of the linguistic landscape (LL; visible language in public space) and the ways in which individual and collective identities are discursively conceptualised through the LL. In this article, we present results from a study involving participants from three self-described sociolinguistic identities (Francophone, Anglophone, and Bilingual), reading signs found in the LL of Montreal. Using photographic prompts, we questioned participants about the probable location of signs, their languages, and the languages’ placement on monolingual (French or English) and bilingual (French–English) signs emanating from both governmental and private entities. Further discussions about their emotive responses to the signs presented and the possible responses of “others” reveal the relative degrees of importance attached to these linguistic elements in constructing, negotiating, and communicating various and (more) fluid sociolinguistic identities.

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Parents Interpreting Their Children’s Schoolscapes: Building an Insider’s Perspective

Cited by 4 publications

References 12 publications

Kielimaisemat kielikoulutuspolitiikan kohteena ja tekijänä kieliparikouluissa

Kielimaisemat kielikoulutuspolitiikan kohteena ja tekijänä kieliparikouluissa

More than writing on the wall

Language attitudes and identity building in the linguistic landscape of Montreal

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