scholarly journals The linguistic landscape as a resource for language learning and raising language awareness

Author(s):  
Durk Gorter ◽  
Jasone Cenoz ◽  
Karin van der Worp
Linguaculture ◽  
2013 ◽  
Vol 2013 (2) ◽  
pp. 9-22 ◽  
Author(s):  
Guy Cook

Abstract The first part of this paper considers approaches to teacher education for EFL developed during the 1960s-1990s, drawing upon two sources: the taxonomy of three approaches proposed by Wallace (1991) and personal reminiscence. It discusses each of Wallace's approaches in turn: craft, 'applied science', and reflective practice.The second part considers whether these approaches are adequate models for teacher education now. I suggest that while they are still relevant, they are also too inward looking for contemporary needs.They need to be supplemented with a more outward looking approach, in which teachers are prepared to engage with four aspects of the contemporary context: new communication technologies, the new global linguistic landscape, the relationship between English and learners' own languages, and the rival political views of English language learning as promoting either a global neoliberal agenda or a global civil society.


2022 ◽  
pp. 905-929
Author(s):  
Danièle Moore ◽  
Maureen Hoskyn ◽  
Jacqueline K. Mayo

Situated in the highly multilingual context of Vancouver, this article discusses aspects of a collaborative research project, intertwining the development of language awareness and scientific, technological, and multilingual literacies in a science centre environment. Participants were multilingual, kindergarten-aged children who attended an interactive, activity-based science educational program in a local science centre and participated in writing activities in a nearby community centre. The article will discuss the science centre as a transformative learning environment to harness cultural and linguistic diversity, a vital resource to simultaneously develop language awareness, and science knowledge. Multimodal data sources include visual documentation of the linguistic landscape at the science centre, as well as photographs, video recordings and field notes of children working individually or in small groups, and a selection of the products children created.


2005 ◽  
Vol 38 (3) ◽  
pp. 119-123

05–206Chan, Tun-Pei & Hsien-Chin Liou (National Tsing Hua U, Taiwan, China), Effects of web-based concordancing instruction on EFL students' learning of verb–noun collocations. Computer Assisted Language Learning (CALL) (London, UK) 18.3 (2005), 231–251.05–207Chang, Mei-Mei (National Pingtung U of Science and Technology, Taiwan, China), Applying self-regulated learning strategies in a web-based instruction – an investigation of motivation perception. Computer Assisted Language Learning (CALL) (London, UK) 18.3 (2005), 217–230.05–208Coleman, James A. (The Open U, UK; [email protected]), CALL from the margins: effective dissemination of CALL research and good practices. ReCALL (Cambridge, UK) 17.1 (2005), 18–31.05–209Eslami-Rasekh, Zohreh (Texas A and M U, USA; [email protected]), Raising the pragmatic awareness of language learners. ELT Journal (Oxford, UK) 59.3 (2005), 199–208.05–210Foley, J. (SEAMEO RELC, Singapore; [email protected]), English in…Thailand. RELC Journal (Thousand Oaks, CA, USA) 36.2 (2005), 223–234.05–211Frankenberg-Garcia, Ana (ISLA, Lisbon, Portugal; [email protected]), Pedagogical uses of monolingual and parallel concordances. ELT Journal (Oxford, UK) 59.3 (2005), 189–198.05–212Hansson, Thomas (U of Southern Denmark, Denmark), English as a second language on a virtual platform – tradition and innovation in a new medium. Computer Assisted Language Learning (CALL) (London, UK) 18.1/2 (2005), 63–79.05–213Hu, Guangwei (Nanyang Technological U, Singapore), Using peer review with Chinese ESL student writers. Language Teaching Research (London, UK) 9.3 (2005), 321–342.05–214Jung, Udo O. H. (Bonn, Germany; [email protected]), CALL: past, present and future – a bibliometric approach. ReCALL (Cambridge, UK) 17.1 (2005), 4–17.05–215Kaltenböck, Gunther & Barbara Mehlmauer-Larcher (U of Vienna, Austria; [email protected]), Computer corpora and the language classroom: on the potential and limitations of computer corpora in language teaching. ReCALL (UK) 17.1 (2005), 65–84.05–216Lasagabaster, David & Juan M. Sierra (U del País Vasco-Euskal Herriko Unibertsitatea, Spain), Error correction: students' versus teachers' perceptions. Language Awareness (Clevedon, UK) 14.2/3 (2005), 112–128.05–217Liu, Gi-Zen (National Cheng Kung U, Taiwan, China; [email protected]), The trend and challenge for teaching EFL at Taiwanese universities. RELC Journal (Thousand Oaks, CA, USA) 36.2 (2005), 211–221.05–218Lundy, Garvey F. (Pennsylvania U, USA; [email protected]), School resistance in American high schools: the role of race and gender in oppositional culture theory. Evaluation & Research in Education (Clevedon, UK) 17.1 (2003), 6–30.05–219Nemtchinova, Ekaterina (Seattle Pacific U, USA; [email protected]), Host teachers' evaluations of non-native-English-speaking teacher trainees: a perspective from the classroom. TESOL Quarterly (Alexandria, VA, USA) 39.2, 235–262.05–220Nickerson, Catherine, Marinel Gerritsen & Frank v. Meurs (Radboud U, Nijmegen, the Netherlands; [email protected]), Raising student awareness of the use of English for specific business purposes in the European context: a staff–student project. English for Specific Purposes (Amsterdam, the Netherlands) 24.3 (2005), 333–345.05–221Palfreyman, David (Zayed U, Dubai, UAE), Othering in an English Language Program. TESOL Quarterly (Alexandria, VA, USA) 39.2, 211–234.05–222Sonck, Gerda (U Libre de Bruxelles, Belgium), Language of instruction and instructed languages in Mauritius. Journal of Multilingual and Multicultural Development (Clevedon, UK) 26.1 (2005), 37–51.05–223Svalberg, Agneta M. L. (U of Leicester, UK), Consciousness-raising activities in some Lebanese English language classrooms: teacher perceptions and learner engagement. Language Awareness (Clevedon, UK) 14.2/3 (2005), 170–193.05–224Wegerif, Rupert (Southampton U, UK; [email protected]), Reason and creativity in classroom dialogues. Language and Education (Clevedon, UK) 19.3 (2005), 223–237.


2021 ◽  
Author(s):  
Ali Algryani ◽  
Syerina Syahrin

The study investigates learners’ awareness of their linguistic landscape (LL) and perspectives on the use of LL as part of classroom teaching and learning. It also examines the course instructor’s pedagogical perspective on the use of LL. The study aims to explore the potential benefits of utilizing bilingual public signage representing translational content to develop translation students’ critical literacy, language awareness, and translation skills through reflecting on the use of LL as a teaching and learning material. The study is significant as it addresses the gap in the literature on the use of LL to promote students’ critical literacy, language awareness, and translation skills in the EFL context of Oman. The samples of the study are 58 participants enrolled in undergraduate translation courses at Dhofar University. The data collection methods used in the study consist of focus group discussions, online surveys, and teacher’s retrospective reflection. The quantitative data were analyzed by IBM SPSS V26, while the qualitative data were analyzed by common themes that emerged from students’ feedback and teacher’s reflection. The findings of the study showed positive outcomes on the use of LL as a teaching and learning resource such as improved language awareness, language proficiency, translation skills, creativity, and critical thinking skills. The implication of the study is to draw attention to the existing quality of the learners’ LL and invite them to actively and responsibly participate in improving the linguistic landscapes of their local communities.


2021 ◽  
Author(s):  
Yilan Xie ◽  
Louisa Buckingham

Abstract Despite the wide acceptance of the contributions of linguistic landscape (LL) research to sociolinguistic analyses, models of how the LL can be exploited to practise specific features of the language system have been lacking. In this study we focus on Mandarin Chinese, an important community language, to document the development of LL-based materials to practise language-specific elements of the linguistic system (such as understanding the hierarchical organisation of characters, decoding characters, identifying tones, and distinguishing different writing systems), in addition to cultural elements. Beginning with extensive local fieldwork to compile a dataset of Chinese-language signs, materials were developed using the content of signs considered to be representative for this context. Employing a MALL (Mobile-Assisted Language Learning) approach, materials were piloted with learners of Chinese. The results of this practical engagement are discussed, and we end with key recommendations for educationalists concerning the use of the LL as a resource for language acquisition.


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