Unseen Spanish in Small-Town America: A Minority Language in the Linguistic Landscape

Troyer, Robert A.; Cáceda, Carmen; Giménez-Eguíbar, Patricia

doi:10.1057/9781137426284_3

Cited by 12 publications

(12 citation statements)

References 24 publications

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“…Yet Dagenais et al (2009) explain that many of the students involved in their LL project were largely unaware of and attributed little significance to the LL before the project. Likewise, interviews with LL agents in Troyer, Cáceda, & Giménez-Eguibar (2015) revealed that matters of language choice on public signage were seldom given conscious consideration until highlighted by the investigators.…”

Section: Potential Uses Of Videography In Ll Studiesmentioning

confidence: 99%

“…Even though the location studied in Troyer et al (2015) is a town of only around 9,000 people on the west coast of the United States (Independence, Oregon), its streets have been photographed and recreated on Google Maps so that by entering the GPS coordinates 3 and zooming down to street view, nearly anyone can take a virtual tour of the town. At the time of writing, the Google photos of side-streets had been taken in 2012 while the main streets were updated in 2015 and 2016-data for the study published in Troyer et al (2015) were collected in 2012 and 2013.…”

Section: Capturing and Conveying The Llmentioning

confidence: 99%

“…At the time of writing, the Google photos of side-streets had been taken in 2012 while the main streets were updated in 2015 and 2016-data for the study published in Troyer et al (2015) were collected in 2012 and 2013. As Troyer (2016) noted in a review of Blackwood et al (2016), the ability to use geolocation programs like Google Maps to view sites of published LL studies is an important technological advancement that allows readers of LL studies to explore locations and gain valuable context that is not able to be included in an article or book chapter.…”

Section: Capturing and Conveying The Llmentioning

confidence: 99%

“…After reaching these brief conclusions which are an extension of the qualitative and quantitative results reported in Troyer et al (2015), this author sought to create a short video that would highlight these aesthetic contrasts for an audience. Produced using only the basic videoediting application included on an ipad (Apple iMovie), the 75-second video begins with the panoramic establishing shot that provides the overall context of the shopping plaza.…”

Section: Capturing and Conveying The Llmentioning

confidence: 99%

See 3 more Smart Citations

Representation and videography in linguistic landscape studies

Troyer

Szabó

2017

Self Cite

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Much Linguistic Landscape scholarship relies on visual data collection, primarily the use of still photography; however, the field has yet to address the theoretical underpinning of such visual and spatial representation. Furthermore, digital video is currently as easy to capture and share as digital photographs were when Linguistic Landscape studies first became prominent in the early 2000s. With these two points in mind, this article first grounds the documentation and analysis of the Linguistic Landscape in a theory of visual representation; it then provides a framework for videographic methodologies drawing on recent work in the related fields of anthropology and cultural geography. An example study utilizing non-participatory videography is summarized in which digital video recordings were used to capture and convey the Linguistic Landscape.

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Section: Potential Uses Of Videography In Ll Studiesmentioning

confidence: 99%

Section: Capturing and Conveying The Llmentioning

confidence: 99%

Section: Capturing and Conveying The Llmentioning

confidence: 99%

Section: Capturing and Conveying The Llmentioning

confidence: 99%

See 2 more Smart Citations

Representation and videography in linguistic landscape studies

Troyer

Szabó

2017

Self Cite

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“…Aiestaran, Cenoz and Gorter (2010) relied on five-to-ten-minute interviews with just over 300 passers-by. Using video recordings of classroom interaction, Dagenais et al (2009) studied children's growing sense of language awareness while other studies have emphasized local agency by interviewing store owners and shop-keepers (Malinowski, 2009, Troyer, Cáceda & Giménez-Eguibar, 2015). Garvin's (2010) work relied on ten in-depth 'walking tours' in which inhabitants answered questions while navigating familiar spaces.…”

Section: Introduction: Ll Studies and Inclusive Ethnographiesmentioning

confidence: 99%

Inclusive ethnographies

Szabó

Troyer

2017

Self Cite

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In ethnographically oriented linguistic landscape studies, social spaces are studied in co-operation with research participants, many times through mobile encounters such as walking. Talking, walking, photographing and video recording as well as writing the fieldwork diary are activities that result in the accumulation of heterogeneous, multimodal corpora. We analyze data from a Hungarian school ethnography project to reconstruct fieldwork encounters and analyze embodiment, the handling of devices (e.g. the photo camera) and verbal interaction in exploratory, participant-led walking tours. Our analysis shows that situated practices of embodied conduct and verbal interaction blur the boundaries between observation and observers, and thus LL research is not only about space- and place-making and sense-making routines, but the fieldwork encounters are also transformative and contribute to space- and place-making themselves. Our findings provide insight for ethnographic researchers and enrich the already robust qualitative and quantitative strategies employed in the field.

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Agency and Policy: Who Controls the Linguistic Landscape of a School?

Troyer

2023

Educational Linguistics

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Agency has been an ongoing topic of concern in Linguistic Landscape (LL) studies since the field’s emergence while more recently notions of top-down vs. bottom-up power have been questioned in favor of more nuanced appreciations of the multiple factors that influence a local LL actor’s selection and emplacement of public language. Agency in public schools in the United States exists at the nexus of policy (determined at national, state, and local district levels) and the many decisions made by administrators at individual schools while teachers and support staff, students, and other stakeholders act according to and sometimes against explicit and implied policies. Previous studies of the LL of schools (schoolscapes) have demonstrated the role that public displays of language play in constructing identities, agency, diversity, and ideologies that affect multilingualism and literacy practices. This chapter reports findings of a mixed-methods study of all three elementary schools and the two secondary schools in a mid-sized public school district in Oregon. The combination of photographs, video-recorded walking tours led by schoolscape actors, and interviews with teachers and administrators documents the district’s schoolscapes and provides insight regarding their composition. This data leads to a classification of the functions of schoolscape signage and comparisons across the three elementary schools and across educational levels in terms of languages present, attitudes, policies, and agency. A Nexus Analysis focuses on the ideological positioning of Spanish relative to English and the construction of collective identities primarily as they affect English Language Learners and Spanish heritage speakers in the district.

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Unseen Spanish in Small-Town America: A Minority Language in the Linguistic Landscape

Cited by 12 publications

References 24 publications

Representation and videography in linguistic landscape studies

Representation and videography in linguistic landscape studies

Inclusive ethnographies

Agency and Policy: Who Controls the Linguistic Landscape of a School?

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