Spatializing Language Studies

ISBN-13: 9783031395802 / Angielski / Miękka / 2023

Opis

This open access volume offers valuable new perspectives on the question of how mobility, locatedness and immersion in the physical world can enhance second language teaching and learning. It does so through a diverse array of empirical studies of language, literacy, and culture learning in the linguistic landscape of visible and audible public discourse. Written from conceptually rich and disciplinarily varied perspectives, its ten chapters address methodological and practical problems of relating language learning to the lived and rapidly changing places of the late modern world. 

Whether it is within the four walls of a school, in a nearby multilingual neighborhood, in a virtual telecollaborative space, or in any other location where languages may be learned, this volume highlights different configurations of learning spaces, the leveraging of real-world places for critical learning, and ways to productively ‘dislocate’ language learners from preconceived notions and standardized experiences. Together, these elements create conditions for a language and literacy pedagogy that can be said to be robustly spatialized: linguistically and culturally complex, geographically situated, historically informed, dialogically realized, and socially engaged.

Spis treści

Table of Contents

 

Introduction, Dubreil, Malinowski, and Maxim 

Reimagining learning spaces through the linguistic landscape

“Building the politeness repertoire through the linguistic landscape,” Elyse Ritchey (University of California, Berkeley)

1. “Exploring Language and Culture in the Novice Chinese Classroom through Linguistic Landscape,” Fei Yu, Aleidine J. Moeller, and Jia Lu and (University of Nebraska-Lincoln)

2. “Multilingual landscapes in telecollaboration: A Spanish-American exchange,” Margarita Vinagre (Autónoma University of Madrid, Spain) and Reyes Llopis-Garcia (Columbia University)

Places made and remade through learning in the LL

“Agency and policy: Who controls the linguistic landscape of a school?” Rob Troyer (Western Oregon University)

1. “Uncovering Spanish Harlem: Ethnographic linguistic landscape projects in an advanced content-based Spanish course,” Juan Pablo Jimenez Caicedo (Columbia University)

2. “Exploring the language capital of Tucson,” Christian Ruvalcaba and Michelle Aguilera (University of Arizona)

Spatialization as pedagogical dialogues in place

“Educational perspective on community languages in the linguistic landscape: Russian and Arabic,” Olga Bever (University of Arizona) and Mahmoud Azaz (University of Arizona)

1. “Multilingual linguistic landscapes of New York City as a pedagogical tool in a Psychology classroom,” Irina Sekerina and Patricia Brooks (College of Staten Island)

2. “Indigenous conceptual cartographies and language pedagogy: Vibrant modalities across semiotic domains,” Michael Zimmerman (Indian Community School of Wisconsin), Margaret Noodin (University of Wisconsin-Madison), Patricia Mayes (University of Wisconsin-Madison), and Bernard Perley (University of British Columbia)

O autorze

to follow (editors have published with us before)

Sébastien Dubreil is Teaching Professor of French and Francophone Studies, Second Language Acquisition, and Technology-Enhanced Learning at Carnegie Mellon University. Specializing in CALL, his research interests focus on the use of technology in fostering transcultural learning. His most recent research examines the notions of social pedagogies, linguistic landscapes, and game-based language and culture learning.

David Malinowski is Assistant Professor in the Department of Linguistics and Language Development at San José State University. With interests in language and literacy education, multimodal communication and technology-enhanced learning, he teaches and conducts research on language teacher development, language teaching with technology, and place-based language learning. He is an associate editor for the journal Linguistic Landscape.

Hiram H. Maxim is Professor of German Studies and Linguistics at Emory University. His research interests lie in the general area of instructed adult second language acquisition with specific interest in the relationship between second language reading and writing and curricular approaches that facilitate that intersection.

Blurb

This open access volume offers valuable new perspectives on the question of how mobility, locatedness and immersion in the physical world can enhance second language teaching and learning. It does so through a diverse array of empirical studies of language, literacy, and culture learning in the linguistic landscape of visible and audible public discourse. Written from conceptually rich and disciplinarily varied perspectives, its ten chapters address methodological and practical problems of relating language learning to the lived and rapidly changing places of the late modern world. 

Whether it is within the four walls of a school, in a nearby multilingual neighborhood, in a virtual telecollaborative space, or in any other location where languages may be learned, this volume highlights different configurations of learning spaces, the leveraging of real-world places for critical learning, and ways to productively ‘dislocate’ language learners from preconceived notions and standardized experiences. Together, these elements create conditions for a language and literacy pedagogy that can be said to be robustly spatialized: linguistically and culturally complex, geographically situated, historically informed, dialogically realized, and socially engaged.d.