This book offers an international account of the use of linguistic landscapes to promote multilingual education, from primary school to the university, and in teacher education programs. It brings linguistic landscapes to the forefront of multilingual education in school settings and teacher education, expanding the disciplinary domains through which they have been studied. Drawing on multidisciplinarity and placing linguistic landscapes in the field of language (teacher) education, this book presents empirical studies developed in eleven countries: Australia, France, Germany, Israel, Japan, Mozambique, The Netherlands, Portugal, Russia, Spain, and The United States. The chapters illustrate how multilingual pedagogies can be enhanced using linguistic landscapes in mainstream education and are written by partners of the Erasmus Plus project LoCALL LOcal Linguistic Landscapes for global language education in the school context.
Chapter
1. Introduction. Linguistic landscapes in language (teacher)
education: Multilingual teaching and learning inside and beyond the classroom
(Sķlvia Melo-Pfeifer).- Part I The Exploration of Linguistic Landscapes
in the Classroom.- Chapter
2. Languages around us: (in)visibility matters
(Monica López and Melinda Dooly).- Chapter
3. Walking Linguistic Landscapes
as Ways to Experience Plurality: A Visual Ethnography into Plurilingualism
with Elementary School Children in Japan (Mayo Oyama, Daničle Moore and
Daniel Roy Pearce).- Chapter
4. Empowering students and raising critical
language awareness through a collaborative multidisciplinary project (Sonia
Cadi, Latisha Mary, Maria Siemushyna and Andrea Young).- Chapter
5. Thinking
allowed: linguistic landscapes-based projects for higher-order and critical
thinking skills (Klaudia A. Kruszynska and Melinda Dooly).- Part II
Linguistic landscapes in multilinguallearning and teaching
environments.- Chapter
6. Is there a place for global citizenship education
in the exploration of linguistic landscapes? An analysis of educational
practices in five European countries (Mónica Lourenēo, Joana Duarte,
Francisco P. Silva and Bruna Batista.- Chapter
7. Linguistic landscape of
Maputo: A space for a pedagogical exploration of multilingualism (Perpétua
Gonēalves and Manuel Guissemo).- Chapter
8. The LoCALL App: a mobile tool to
promote learning from and about linguistic landscapes (Margarida M. Marques,
Mónica Lourenēo, Lścia Pombo, Alexandra das Neves, Dionķsia Laranjeiro and
Filomena Martins).- Part III Teachers and students voices on linguistic
landscapes.- Chapter
9. Mediation of Language Attitudes through Linguistic
Landscapes in Minority Language Education (Joana Duarte, Sibrecht
Veenstra and Nelly van Dijk).- Chapter
10. Teacher and student perspectives
on the use of linguistic landscapes as pedagogic resources for enhancing
language awareness: a focus on the development of cognitive and affective
dimensions (Lisa Maria Brinkman and Sķlvia Melo-Pfeifer).- Chapter
11.
Educational possibilities of linguistic landscapes exploration in a context
of pre-service teacher education (Ana Isabel Andrade, Filomena Martins,
Susana Pinto and Ana Raquel Simões).- Chapter
12. The co-construction of the
concept "linguistic landscape" by language educators in an online course
(Maria Helena Araśjo e Sį, Raquel Carinhas, Sķlvia Melo- Pfeifer and Ana
Raquel Simões).- Part IV Expanding from linguistic landscapes in education
scenarios.- Chapter
13. Sensescapes and what it means for language education
(Josh Prada).- Chapter
14. Material culture inside and beyond the
multilingual classroom: theoretical and pedagogical perspectives (Larissa
Aronin, Daria Bylieva and Victoria Lobatyuk).- Chapter
15. The visibility of
languages - connecting schools to communities (Alice Chik).- Chapter
16.
Virtual linguistic landscapes from below: A hashtag analysis of the European
Day of Languages (Sarah McMonagle).- Chapter
17. Conclusion: Linguistic
Landscapes in Education - Where do we go now? (Mónica Lourenēo and Sķlvia
Melo-Pfeifer).
Sķlvia Melo-Pfeifer is Full Professor at the University of Hamburg (Germany) in the field of language teacher education (French and Spanish). Her research interests include pluralistic approaches to foreign language learning and teaching and in teacher education, heritage language, and multilingual (online) interaction. She co-edited the book Visualising Multilingual Lives: More Than Words, 2018 (Multilingual Matters) and participated in numerous international projects. She coordinated the project LoCALL (LOcal Linguistic Landscapes for global language education in the school context).
