Información General

• Autores: Sébastien Dubreil (coord.), David Malinowski (coord.), Hiram H. Maxim (coord.)
• Editores: Springer Suiza
• Año de publicación: 2023
• País: Suiza
• Idioma: inglés
• ISBN: 978-3-031-39577-2, 978-3-031-39578-9
• Texto completo no disponible (Saber más ...)

Resumen

• 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.

Otros catálogos

• Red de Bibliotecas Universitarias (REBIUN)

Listado de artículos

• • Introduction: Spatializing Language Studies in the Linguistic Landscape

    David Malinowski, Hiram H. Maxim, Sébastien Dubreil

    págs. 1-17

    

  • Part I. Reimagining Learning Spaces Through the Linguistic Landscape

    • Building the Politeness Repertoire Through the Linguistic Landscape

      Elyse Ritchey

      págs. 21-41

      

    • Exploring Language and Culture in the Novice Chinese Classroom Through the Linguistic Landscape

      Fei Yu, Aleidine J. Moeller, Jia Lu

      págs. 43-66

      

    • Multilingual Landscapes in Telecollaboration: A Spanish-American Exchange

      Margarita Vinagre, Reyes Llopis García

      págs. 67-86

      

  • Part II. Places Made and Remade Through Learning in the Linguistic Landscape

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

      Robert A. Troyer

      págs. 89-119

      

    • Uncovering Spanish Harlem: Ethnographic Linguistic Landscape Projects in an Advanced Content-Based Spanish Course

      Juan Pablo Jiménez Caicedo

      págs. 121-149

      

    • A Collaborative Asset Mapping Approach to the Linguistic Landscape: Learning from the community’s Linguistic Capital in an L2 College-Writing Course

      Christian Ruvalcaba, Michelle Aguilera

      págs. 151-175

      

  • Part III. Dislocating Selves and Locating Worlds in the Linguistic Landscape

    • An Educational Perspective on Community Languages in Linguistic Landscapes: Russian and Arabic

      Olga Bever, Mahmoud Azaz

      págs. 179-198

      

    • Multilingual Linguistic Landscapes of New York City as a Pedagogical Tool in a Psychology Classroom

      Irina A. Sekerina, Patricia J. Brooks

      págs. 199-222

      

    • Indigenous Conceptual Cartographies and Landscape Pedagogy: Vibrant Modalities Across Semiotic Domains

      Michael J. Zimmerman, Margaret O'Donnell Noodin, Patricia Mayes, Bernard C. Perley

      págs. 223-248