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the
why
what
how
of language teaching and learning in & with the linguistic landscape
Linguistic landscape can be a powerful resource for spatializing L2 learning and teaching by showing language as “discourses in place”: situated, multiple, contingent, and ideologically charged
In particular, the performative nature of discourse in place begs us to consider how language learners can not just read but creatively and purposively act upon the linguistic landscape
…the Hebrew LL can be created in acts of reading, writing, performance and translation
the
why
what
how
of language teaching and learning in & with the linguistic landscape
the
whywhat
how
of language teaching and learning in & with the linguistic landscape
Postmodern globalization: “The multilateral flow of people, things, and ideas across borders has made more visible mixed forms of community and language in highly diversified geographical spaces”(Canagarajah, 2013)
Superdiversity as today’s urban condition: An increased level and kind of diversity building upon “increased number of new, small and scattered, multiple-origin, transnationally connected, socio-economically differentiated and legally stratified immigrants” (Vertovec, 2007)
The 5 C’s in context of multilingual texts, neighborhoods: • Communication
• Cultures
• Connections
• Comparisons
• Communities - “Students use the language both within and beyond the school setting”
Communities as “The Lost C”?
“The most striking, and troublesome, feature emerging from this comparison [of student and educator rankings of the 5 Standards] is that for students the Communities Standards were first; for teachers they were last.”
- Magnan, Murphy, Sahakyan, & Kim, 2012, p. 177.
LinguisticDesign
AudioDesign
VisualDesign
GesturalDesign
SpatialDesign
“Language must be understood not as an abstract system, but rather as a local phenomenon, arising first from the utterances of speakers in tangible places, at particular historical and ideological moments” (Pennycook, 2010)
“the ongoing production of space-time is a rich process that draws upon multiple material and discursive resources, is imbued with relations of power, and is malleable through individual agency and imagination” (Leander & McKim, 2003)
How?
Signs tell us where we are, how to behave, who we’re expected to be—or not
Hey, you.
Signs tell us where we are, how to behave, who we’re expected to be—or not
Signs tell us where we are, how to behave, who we’re expected to be—or not
Signs tell us where we are, how to behave, who we’re expected to be—or not
Signs tell us where we belong, and where we don’t
Signs tell us where we belong, and where we don’t
the
whywhat
how
of language teaching and learning in & with the linguistic landscape
the
why
whathow
of language teaching and learning in & with the linguistic landscape
“The language of public road signs, advertising billboards, street names, place names, commercial shop signs, and public signs on government building combines to form the linguistic landscape of a given territory, region or urban agglomeration”
Landry & Bourhis (1997)
definitions
consequences
“a far more dynamic account of space, text and interaction [is needed in linguistic landscape studies]: readers and writers are part of the fluid, urban semiotic space and produce meaning as they move, write, read and travel” (Pennycook 2009, 309)
“attention needs to be paid to how constructs of space are constrained by material conditions of production, and informed by associated phenomenological sensibilities of mobility and gaze.” (Stroud & Mpendukana 2009, 364-5 )
consequences
LL is an “independent variable” contributing to a group’s “ethnolinguistic vitality” (Landry & Bourhis, 1997)
The LL “signals what languages are prominent and valued in public and private spaces and indexes the social positioning of people who identify with particular languages (Dagenais et al., 2009, p. 254)
Linguistic landscape reveals much about the culture, history, and politics of people in places
Linguistic landscape is one way that people mark territory, actively including some people while excluding others
A sampling: Research in linguistic landscape
Cenoz, J., & Gorter, D. (2008). The linguistic landscape as an additional source of input in SLA. Int’l Review of AL in Language Teaching, 46(3).
Rowland, L. (2012). The pedagogical benefits of a linguistic landscape project in Japan. Int’l Journal of Bilingual Education and Bilingualism, 16(4).
Burwell, C. & Lenters, K. (2015). Word on the street: Investigating linguistic landscapes with urban Canadian youth. Pedagogies: An International Journal, 10(3).
• Chern, C. -l., & Dooley, K. (2014). Learning English by walking down the street.
• Chesnut, M., Lee, V. & Schulte, J. (2013). The language lessons around us: Undergraduate English pedagogy and linguistic landscape research
• Dagenais, D. et al. (2009). Linguistic landscape and language awareness.
• Malinowski, D. (2015). Opening spaces of learning in the linguistic landscape.
• Sayer, P. (2009). Using the Linguistic Landscape as a Pedagogical Resource.
• Walking, observation, note-taking
• Photography, street recordings
• Recorded interviews
• Neighborhood drawings
• Mapping
• Writing, blogging
• Digital stories, video projects
• Classroom and/or community-based art projects, exhibits, installations
• Civic events, protests
Competencies
linguistic
pragmatic
intercultural
multimodal, multiliterate
symbolic, critical,
participatory
National Foreign Language Resource Center
6 Tenets of Project-based learning
1. Organized around real-world activities
2. Learner-centered
3. Collaboration as integral part of learning
4. Use of assessment with dual purpose: guiding the process and measuring progress
5. Instructor as knowledgeable participant and facilitator
6. Creation of real-world product involving real audience
● Byram’s (1997) model of intercultural communicative competence 1st “savoir” (savoir être): “attitudes of curiosity and openness, readiness to suspend disbelief about other cultures and belief about one’s own” (p. 50)
● Ethnographic methods applied to language learning offer students “...new ways of looking at the ordinary and the everyday, drawing out patterns from careful and extended observations of a small group.” (Centre for Languages, Linguistics, and Area Studies,
University of Southampton course documentation)
Korean-English telecollaboration (2005)
An extra-credit, online forum exchange between UC Berkeley
students of beginning & intermediate Korean and students of
intermediate English from Suwon University (near Seoul, Korea)
to exchange, view and discuss photos of signs, advertisements,
billboards, and other elements of their linguistic landscapes
Students use English and Korean (the L1 and L2, or L2 and L1) to discuss their experiences, interpretations & misunderstandings of ‘normal’ uses of language in their partners’ neighborhoods
Korean-English telecollaboration (2005)
Activity prompt to prep for 2-on-2 Skype conversation:
NEXT WEEK (11 March 2016):Street Signs and Linguistic Landscapes
By Wednesday, March 9th at 5:59 pm (Paris 23h59), each student should post a photograph of a sign from your neighborhood that you find culturally interesting and that will provoke discussion. You should post this onhttps://padlet.com/wall/oz6gmap5dmk . Padlet is very easy; no need to sign up. Just click on the screen and you can drag/import a picture. Put a caption on it, as well as your name.
Yale 3rd Year Heritage Spanish (S. Alexandrov, 2016)
1. Photosafari. Find and photograph something from each zone. Caption in Spanish and share on Facebook.
Objective: explore Yale and its surroundings.
2. Spanish seen and heard in New Haven vs. in student's hometown. Students reported and/or photographed examples and shared on FB. Captions in Spanish. Class discussion of similarities and differences.
Objective: to raise awareness of the presence / lack of Spanish in New Haven and in hometown.
3. Translating signs. Students discussed what information (street signs, post office, public health and safety) they thought should be available in Spanish. They attempted an initial translation with Google translate and then produced their own version.
Objective: consider what messages need to be conveyed and how to do so. Discussion of the "untranslatable”.
Yale 3rd Year Heritage Spanish (S. Alexandrov, 2016)
the
why
whathow
of language teaching and learning in & with the linguistic landscape
the
why
what
howof language teaching and learning in & with the linguistic landscape
“Literacy is fluid and relational and, because of this spatial property, people can [create] a complex co-presence of different understandings that sit in relations of power” (Alex Kostogriz, 2004, p. 2).
Space is not empty; it is a way of seeing heterogeneous perspectives, multiple possibilities, subject positions together
Seeing Diane Larsen Freeman’s “Grammaring” model spatially
Seeing Diane Larsen Freeman’s “Grammaring” model spatially
“What’s up?”N V Adj
Seeing Diane Larsen Freeman’s “Grammaring” model spatially
“What’s up?”Is there something
in the upwarddirection?
How are you? What’s
happeningwith you
recently?
Seeing Diane Larsen Freeman’s “Grammaring” model spatially
“What’s up?” = friendly greeting,
calls for short response
Seeing Diane Larsen Freeman’s “Grammaring” model spatially
“What’s up?” = friendly greeting,
calls for short response
“What’s up?”Is there something
in the upwarddirection?
How are you? What’s
happeningwith you
recently?
“What’s up?”N V Adj
Henri Lefebvre’s The production of space (1991)pushing innovation in LL methodologies
Through juxtaposition of conceived, perceived, and lived spaces, “[add] a third dimension to linguistic landscape studies” (Trumper-Hecht, 2010, p. 236).
1.2.
3.
Lefebvre Trumper-Hecht L2 teaching
Think of tools and techniques to facilitate… • contextualizing • historicizing• mapping• categorizing…and discussing, debating, representing, sharing these
Think of tools and techniques to facilitate… • observation • listening• sensing• recording …and discussing, debating, representing, sharing these
Think of tools and techniques to facilitate drawing, imagining, interviewing, designing, storytelling, creating, protesting, enacting, etc……and discussing, debating, representing, sharing these
Think of tools and techniques to facilitate drawing, imagining, interviewing, designing, storytelling, creating, protesting, enacting, etc……and discussing, debating, representing, sharing these
Think of tools and techniques to facilitate… • observation • listening• sensing• recording …and discussing, debating, representing, sharing these
Think of tools and techniques to facilitate… • contextualizing • historicizing• mapping• categorizing…and discussing, debating, representing, sharing these
my projects (II)2012-3 UC Berkeley Freshman/Sophomore Seminar
Reading the Multilingual City: Chinese, Korean, and Japanese in Bay Area Linguistic Landscapes
my projects (II)
Course schedule (15 weeks)
Weeks 1-3: Does visible multilingualism matter in Berkeley, and why? (The politics of cultural representation in the LL)
Weeks 4-6: Where can you find “authentic” Chinese? (Reading identities, histories, and voices in the Berkeley LL)
Weeks 7-9: The role of linguistic landscape in marking and making “ethnic towns” – “Koreatown” in Oakland
Weeks 10-12: Japan everywhere and nowhere in America? (On the mobility of cultural forms in the symbolic marketplace)
Weeks 13-15: Chinese, Japanese, and Korean in the ecology of Berkeley’s visible and invisible languages
2012-3 UC Berkeley Freshman/Sophomore Seminar
Reading the Multilingual City: Chinese, Korean, and Japanese in Bay Area Linguistic Landscapes
Basic course structure: 3-week activity cycles X 4
1st week Intro new topic, geographic scale/site, and focal language LL theoretical & methodological sampler Mini-language lesson from East Asian Langs & Cultures
faculty2nd week Site visit with directed activity Blog response
3rd week Group reflections & analysis Student presentations & work toward final project
my projects (II)2012-3 UC Berkeley Freshman/Sophomore Seminar
Reading the Multilingual City: Chinese, Korean, and Japanese in Bay Area Linguistic Landscapes
Student blogs: Students report and reflect on their experiences
2012-3 UC Berkeley Freshman/Sophomore Seminar
Reading the Multilingual City: Chinese, Korean, and Japanese in Bay Area Linguistic Landscapes
2012-3 UC Berkeley Freshman/Sophomore Seminar
Reading the Multilingual City: Chinese, Korean, and Japanese in Bay Area Linguistic Landscapes
2012-3 UC Berkeley Freshman/Sophomore Seminar
Reading the Multilingual City: Chinese, Korean, and Japanese in Bay Area Linguistic Landscapes
1. Design lessons around the LL as it is1. Neighborhood visits, field trips, observations,
interviews, etc.
2. Virtual tours, telecollaboration, archival research, etc.
2. Make your own LL1. Linguistic schoolscapes
2. Translation, performance, art projects, civic and community service
1. Design lessons around the LL as it is1. Neighborhood visits, field trips, observations,
interviews, etc.
2. Virtual tours, telecollaboration, archival research, etc.
2. Make your own LL1. Linguistic schoolscapes
2. Translation, performance, art projects, civic and community service
• is “…a living, moving activity, not a dead one to be pinned down in a museum. It is this dynamism which can make it so interesting and so stimulating, not only to linguists and translators, but to teachers and students too.” (Cook, 2010, p. xix)
• “A different translation produces a different original, by emphasizing different faultlines in the original” (H. Miller, 1992, p. 124)
• "A translated text should be the site where a different culture emerges, where a reader gets a glimpse of a cultural other” (Venuti, 1995, p. 306)
Translation in Language Teaching
Church Street, New Haven
Church Street, New Haven?
?גן עדן חדש
What German word belongs on the white sign?
What German word belongs on the white sign?
Language class projects Middle/high school College/University Community organizations
Visualization Google Street View JuxtaposeJS
(example) VisualEyes
Mapping Siftr (example) Cityscape
Annotation & discussion
Diigo
NowComment(example)
Mediathread
Annotorious
See the DiRT (Digital Research Tools) Directory for many more!
Linguistic landscape can be a powerful resource for spatializing L2 learning and teaching by showing language as “discourses in place”: situated, multiple, contingent, and ideologically charged
In particular, the performative nature of discourse in place begs us to consider how language learners can not just read but creatively and purposively act upon the linguistic landscape
…the Hebrew LL can be created in acts of reading, writing, performance and translation
