Overview
- Illustrates the development of translingual, transcultural competencies through student engagement with situated multimodal texts
- Introduces novel approaches for situated L2 reading and writing
- Advances the field of Linguistic Landscape from a pedagogical vantage point
Part of the book series: Educational Linguistics (EDUL, volume 49)
Access this book
Tax calculation will be finalised at checkout
Other ways to access
Table of contents (15 chapters)
-
Front Matter
-
Transforming Language Curricula and Learning Spaces
-
Front Matter
-
-
Fostering Critical Social Awareness
-
Front Matter
-
-
Language Students as Researchers and Linguistic Landscape
-
Front Matter
-
Keywords
About this book
This book builds upon the growing field of Linguistic Landscape in order to demonstrate the power of a spatialized approach to language, culture, and literacy education as it opens classrooms and cultivates new competencies.
The chapters develop major themes, including re-imagining language curricula, language classrooms, and schoolscapes in dialogue with the heteroglossic discourses of the local; developing L2 learners’ symbolic, translingual competencies through engagement with situated, multimodal texts; fostering critical social awareness through language study in the linguistic landscape; expanding opportunities for situated L2 reading and writing; and cultivating language students’ capacities for engaged scholarship and research in out-of-class contexts.
By exploring the pedagogical possibilities of place-based approaches to literacy development, this volume contributes to the reimagining of language education through the linguistic landscape.
Reviews
Editors and Affiliations
About the editors
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.
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.
Bibliographic Information
Book Title: Language Teaching in the Linguistic Landscape
Book Subtitle: Mobilizing Pedagogy in Public Space
Editors: David Malinowski, Hiram H. Maxim, Sébastien Dubreil
Series Title: Educational Linguistics
DOI: https://doi.org/10.1007/978-3-030-55761-4
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: Springer Nature Switzerland AG 2020
Hardcover ISBN: 978-3-030-55760-7Published: 05 February 2021
Softcover ISBN: 978-3-030-55763-8Published: 05 February 2022
eBook ISBN: 978-3-030-55761-4Published: 04 February 2021
Series ISSN: 1572-0292
Series E-ISSN: 2215-1656
Edition Number: 1
Number of Pages: X, 371
Number of Illustrations: 31 b/w illustrations, 90 illustrations in colour
Topics: Language Education, Sociolinguistics, Language Teaching, Applied Linguistics