Utilizing Learners’ Linguistic Landscape as a Pedagogical Resource in the Translation Classroom: A case study in the Sultanate of Oman

Algryani, Ali; Syahrin, Syerina

doi:10.24093/awej/vol12no1.24

Cited by 6 publications

(3 citation statements)

References 12 publications

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“…The Dhofar region is linguistically diverse with many of the Modern South Arabian languages being spoken by the local population. These languages include Jibbali and Mehri (Algryani and Syahrin, 2021), Hobyot, Harsusi, and Bathari (Watson, Morris, Al-Mahri, Al-Azraqi & Al-Mahri, 2019). These local languages do not have writing traditions (Rubin, 2014).…”

Section: Context Of Studymentioning

confidence: 99%

Promoting Intercultural Competence in Preservice Teacher Education through Virtual Exchange

Syahrin

Akmal²,

Spromberg³

et al. 2023

SMC

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Intercultural competence refers to the ability to effectively communicate with people from diverse cultural backgrounds while utilizing one’s intercultural knowledge, skills, and attitudes. To become a competent teacher in English, preservice teacher education students would have to be able to manage a classroom with students from different cultural backgrounds. This study explores the possibilities of promoting intercultural competence among a group of pre-service teacher education students at Dhofar University through a virtual exchange program with Tulane University. Through a curriculum intervention, the pre-service teacher education students were given the opportunity to engage in conversations virtually. Utilizing an approach of action research, the study attempted to seek the pre-service teacher education students’ perspectives on their intercultural competence in three areas namely attitude, skills, and knowledge by assessing their responses before and after the virtual exchange program. The results of the study revealed that the preservice teacher education students perceived their openness, communication skills, empathy, worldview, and self-awareness to have significantly increased after participating in the intercultural virtual exchange program. However, the virtual exchange program did not have an impact on the students’ reservation of judgment towards their peers of different cultural backgrounds.

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Section: Context Of Studymentioning

confidence: 99%

Promoting Intercultural Competence in Preservice Teacher Education through Virtual Exchange

Syahrin

Akmal²,

Spromberg³

et al. 2023

SMC

View full text Add to dashboard Cite

show abstract

“…Dumanig and David (2019) examined the use of linguistic landscape texts on shop name signs for teaching purposes, and concluded that the use of such materials helped students develop their knowledge of grammar, spelling and vocabulary use. In addition, Algryani and Syahrin (2021) investigated the use of linguistic landscape materials as a pedagogical resource for the translation classroom. The study was based on data obtained from focus group discussions, a survey and teacher reflection.…”

Section: Linguistic Landscape As a Learning Spacementioning

confidence: 99%

The Use of Linguistic Landscape as a Training Resource for Developing Students’ Translation Competence

Algryani¹

2022

WJEL

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This study is an attempt to investigate the efficacy of using linguistic landscape scripts as a training material to develop student translators’ translation competence. Focusing on the sub-competences stated in PACTE’s model of translation competence, namely the bilingual, extra-linguistic, strategic and knowledge about translation sub-competences, the study, based on the participants’ reflective feedback and instructor’s observations, aims to determine whether the use of bilingual public signs with translational content can help translation students develop their translation competence. The qualitative data used in the study were collected via focus group discussions, instructor’s observations and a survey to obtain students’ perspectives. The study found out that through discussion, evaluation and reflection on authentic materials taken from students’ environment, students can raise their bilingual, procedural and strategic awareness, which contributes to development of self-confidence in decision-making and problem-solving skills in the translation process. Furthermore, the study revealed that the use of such authentic experiential materials can provide students with a range of practices, actors and factors related to the process of translation that enhances their extra-linguistic competence and knowledge about translation, which eventually enables them produce translations that conform to the standards of meaningfulness, appropriateness and correctness required by the target audience.

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“…Algryani & Syahrin, 2021;Chesnut et al, 2013;Li & Marshall, 2020;Malinowski et al, 2021;Rowland, 2013). The LL framework considers the multiple dimensions of learning that occur in different spaces within and outside of classrooms or schools, such as graffiti, hallways, playgrounds, libraries, streets, and commercial shops, among other places.…”

mentioning

confidence: 99%

Tracing Linguistic Threads: A Linguistic Landscape Study of Academic Institutions in Japan

2023

IRJMETS

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This study investigated the presence and usage of languages on the different signs within the Linguistic Landscape (LL) of academic institutions in Kagawa, Japan. A sequential explanatory quantitative-qualitative research design was employed to gather and analyze the data. It utilized three research instruments: a camera, an observation protocol, and the researcher as an instrument. Various data sets were incorporated to obtain meaningful findings, including photo analysis, registers, geographical information, content analysis, and discourse analysis. The study's findings revealed that the LL of academic institutions in Kagawa, Japan, predominantly features two languages: Japanese and English, with Japanese being dominant across various functions and intentions. Most signs are in monolingual Japanese, and none are in monolingual English. English texts were found as mere translations of Japanese texts. Additionally, it was observed that there were more topdown or government signs compared to bottom-up signs or private signs. These results shed light on the significance of language education, language planning, and policymaking in the prefecture. Understanding the use of language and types of signs in the LL provides valuable insights that can inform decisions aimed at promoting linguistic inclusivity and cultural diversity within educational spaces.

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Utilizing Learners’ Linguistic Landscape as a Pedagogical Resource in the Translation Classroom: A case study in the Sultanate of Oman

Cited by 6 publications

References 12 publications

Promoting Intercultural Competence in Preservice Teacher Education through Virtual Exchange

Promoting Intercultural Competence in Preservice Teacher Education through Virtual Exchange

The Use of Linguistic Landscape as a Training Resource for Developing Students’ Translation Competence

Tracing Linguistic Threads: A Linguistic Landscape Study of Academic Institutions in Japan

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