1887
image of The linguistic landscape and materials development
USD
Buy:$35.00 + Taxes

Abstract

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.

Loading

Article metrics loading...

/content/journals/10.1075/ll.20016.buc
2021-03-11
2021-05-10
Loading full text...

Full text loading...

References

  1. Anderson, J.
    (2004) Talking whilst walking: A geographical archaeology of knowledge. Area, 36, 254–61. 10.1111/j.0004‑0894.2004.00222.x
    https://doi.org/10.1111/j.0004-0894.2004.00222.x [Google Scholar]
  2. Badstüber-Kizik, C., & Janíková, V.
    (2018) (Eds.). Linguistic Landscape und Fremdsprachendidaktik. Perspektiven fur die Sprach-, Kultur- und Literaturdidaktik. Berlin: Peter Lang. 10.3726/b15201
    https://doi.org/10.3726/b15201 [Google Scholar]
  3. Bever, O., & Richardson, D.
    (2020) Linguistic landscape as a tool for literacy-based language teaching and learning: application for the foreign language classroom. InD. Malinowski, & S. Tufi (Eds.) (2020) Reterritorializing linguistic landscapes: Questioning boundaries and opening spaces (pp.364–386). London: Bloomsbury Publishing. 10.5040/9781350077997.0028
    https://doi.org/10.5040/9781350077997.0028 [Google Scholar]
  4. Blommaert, J., & Maly, I.
    (2016) Ethnographic linguistic landscape analysis and social change: A case study. InK. Arnaut, J. Blommaert, B. Rampton, and M. Spotti (Eds.), Language and Superdiversity (pp.197–217). New York: Routledge.
    [Google Scholar]
  5. Buckingham, L.
    (2018) Race, space and commerce in multi-ethnic Costa Rica: A linguistic landscape inquiry. International Journal of the Sociology of Language, 254, 1–27. 10.1515/ijsl‑2018‑0031
    https://doi.org/10.1515/ijsl-2018-0031 [Google Scholar]
  6. (2019) Migration and ethnic diversity reflected in the linguistic landscape of Costa Rica’s Central Valley. Journal of Multilingual and Multicultural Development, 40(9), 759–773. 10.1080/01434632.2018.1557666
    https://doi.org/10.1080/01434632.2018.1557666 [Google Scholar]
  7. Cenoz, J., & Gorter, D.
    (2008) The linguistic landscape as an additional source of input in second language acquisition. International Review of Applied Linguistics in Language Teaching, 46(3), 267–287. 10.1080/14790710608668386
    https://doi.org/10.1080/14790710608668386 [Google Scholar]
  8. Chern, C. L., & Dooley, K.
    (2014) Learning English by walking down the street. ELT Journal, 68(2), 113–123. 10.1093/elt/cct067
    https://doi.org/10.1093/elt/cct067 [Google Scholar]
  9. Cohen, A., & Ezra, O.
    (2018) Development of a contextualised MALL research framework based on L2 Chinese empirical study. Computer Assisted Language Learning, 31(7), 764–789. 10.1080/09588221.2018.1449756
    https://doi.org/10.1080/09588221.2018.1449756 [Google Scholar]
  10. Cook, V. J.
    (1992) Evidence for multicompetence. Language Learning, 42(4), 557–91. 10.1111/j.1467‑1770.1992.tb01044.x
    https://doi.org/10.1111/j.1467-1770.1992.tb01044.x [Google Scholar]
  11. Gilmore, A.
    (2007) Authentic materials and authenticity in foreign language learning. Language Teaching, 40(2), 97–118. 10.1017/S0261444807004144
    https://doi.org/10.1017/S0261444807004144 [Google Scholar]
  12. Hancock, A.
    (2012) Capturing the linguistic landscape of Edinburgh: A pedagogical tool to investigate student teachers’ understandings of cultural and linguistic diversity. InC. Helot, M. Barni, R. Janssens, & C. Bagna (Eds.), Linguistic landscapes, multilingualism, and social change (pp.249–266). Frankfurt: Peter Lang.
    [Google Scholar]
  13. Huang, B. R., & Liao, X. D.
    (2002) Xian dai han yu [现代汉语] (Modern Chinese) (3rd ed.). Beijing, China: Gao deng jiao yu chu ban she [高等教育出版社] (Higher Education Press).
    [Google Scholar]
  14. Hudelson, S.
    (1984) Kan yu ret and rayt en Inglés: Children become literate in English as a second language. TESOL Quarterly, 18(2), 221–35. 10.2307/3586691
    https://doi.org/10.2307/3586691 [Google Scholar]
  15. Ip, M.
    (1995) Chinese New Zealanders. InS. Greif (Ed.), Immigration and national identity in New Zealand: One people, two peoples, many peoples? (pp.161–200). Palmerston North: Dunmore Press.
    [Google Scholar]
  16. Janíková, V.
    (2018) Lingusitic Landscapes aus fremdsprachendidaktischer Perspektive. InC. Badstüber-Kizik & V. Janíková (Eds.), Linguistic Landscape und Fremdsprachendidaktik. Perspektiven fur die Sprach-, Kultur- und Literaturdidaktik (pp.137–172). Berlin: Peter Lang.
    [Google Scholar]
  17. Lee, J., & Ingold, T.
    (2006) Fieldwork on foot: Perceiving, routing, socializing. InS. Coleman & P. Collins (Eds.), Locating the field: Space, place and context in anthropology, (pp.67–86). Oxford: Berg.
    [Google Scholar]
  18. Leung, G. Y., & Wu, M. H.
    (2012) Linguistic landscape and heritage language literacy education: A case study of linguistic rescaling in Philadelphia Chinatown. Written Language & Literacy, 15(1), 114–40. 10.1075/wll.15.1.06leu
    https://doi.org/10.1075/wll.15.1.06leu [Google Scholar]
  19. Liu, X.
    (2000) 对外汉语教育学引论 [Introduction to teaching Chinese as a foreign language]. Beijing, China: Beijing Language and Culture University Press Co. Ltd.
    [Google Scholar]
  20. Li, J., & Marshall, S.
    (2018) Engaging with linguistic landscaping in Vancouver’s Chinatown: A pedagogical tool for teaching and learning about multilingualism. International Journal of Bilingual Education and Bilingualism, 23(8), 1–17.
    [Google Scholar]
  21. Lou, J.
    (2007) Revitalizing Chinatown into a heterotopia: A geosemiotic analysis of shop sign in Washington, DC’s Chinatown. Space and Culture, 10, 170–194. 10.1177/1206331206298547
    https://doi.org/10.1177/1206331206298547 [Google Scholar]
  22. Malinowski, D.
    (2015) Opening spaces of learning in the linguistic landscape. Linguistic Landscape, 1(1–2), 95–113. 10.1075/ll.1.1‑2.06mal
    https://doi.org/10.1075/ll.1.1-2.06mal [Google Scholar]
  23. Malinowski, D., & Tufi, S.
    (Eds.) (2020) Reterritorializing linguistic landscapes: Questioning boundaries and opening spaces. London: Bloomsbury. 10.5040/9781350077997
    https://doi.org/10.5040/9781350077997 [Google Scholar]
  24. Maxim, H. H.
    (2020) A methodological and pedagogical framework for designing l2 student-based linguistic landscape research. InD. Malinowski, & S. Tufi (Eds.). Reterritorializing linguistic landscapes: Questioning boundaries and opening spaces (pp.346–363). London: Bloomsbury. 10.5040/9781350077997.0027
    https://doi.org/10.5040/9781350077997.0027 [Google Scholar]
  25. National Certificate of Educational Achievement (NCEA)
    National Certificate of Educational Achievement (NCEA) (n.d.). Achievement standards: Chinese. https://ncea.tki.org.nz/Resources-for-Internally-Assessed-Achievement-Standards/Learning-languages/Chinese
  26. Nouri, J., Cerratto-Pargman, T., Rossitto, C., & Ramberg, R.
    (2014) Learning with or without mobile devices? A comparison of traditional school field trips and inquiry-based mobile learning activities. Research & Practice in Technology Enhanced Learning, 9(2), 241–262.
    [Google Scholar]
  27. Radio Lingua Ltd
    Radio Lingua Ltd (2009–2018) Walk, talk and learn French. Eight episodes. https://www.youtube.com/watch?v=vlOnrEnAnSQ
  28. Rowland, L.
    (2013) The pedagogical benefits of a linguistic landscape project in Japan. International Journal of Bilingual Education and Bilingualism, 16(4), 494–505. 10.1080/13670050.2012.708319
    https://doi.org/10.1080/13670050.2012.708319 [Google Scholar]
  29. Sayer, P.
    (2010) Using the linguistic landscape as a pedagogical resource. ELT Journal, 64(2), 143–154. 10.1093/elt/ccp051
    https://doi.org/10.1093/elt/ccp051 [Google Scholar]
  30. Shohamy, E., & Waksman, S.
    (2009) Linguistic landscape as an ecological arena: Modalities, meanings, negotiations, education. InE. Shohamy & D. Gorter (Eds.), Linguistic landscape: Expanding the scenery (pp.313–31). New York: Routledge.
    [Google Scholar]
  31. Spoonley, P., & Meares, C.
    (2011) Laissez-faire multiculturalism and relational embeddedness: Ethic precincts in Auckland. Cosmopolitan Civil Societies: An Interdisciplinary Journal, 3(1), 42–64.
    [Google Scholar]
  32. Statistics New Zealand
    Statistics New Zealand. (n.d.). Customised dataset provided to the second author.
    [Google Scholar]
  33. Tomlinson, B.
    (2010) Principles of effective materials development. InN. Harwood (Ed.) English language teaching materials: Theory and practice (pp.81–108). Cambridge: Cambridge University Press.
    [Google Scholar]
  34. de Vries, H. P., Hamilton, R. T., & Voges, K.
    (2015) Antecedents of ethnic minority entrepreneurship in New Zealand: An intergroup comparison. Journal of Small Business Management, 53, 95–114. 10.1111/jsbm.12195
    https://doi.org/10.1111/jsbm.12195 [Google Scholar]
  35. Wilton, A., & Ludwig, C.
    (2017) Multilingual linguistic landscapes as a site for developing learner autonomy. InMurry, G. & Lamb, T. (Eds.), Space, place and autonomy in language learning (pp.76–93). New York: Routledge. 10.4324/9781317220909‑6
    https://doi.org/10.4324/9781317220909-6 [Google Scholar]
  36. Woldemariam, H., & Lanza, E.
    (2015) Imagined community: The linguistic landscape in a diaspora. Linguistic Landscape, 1(1–2), 172–190. 10.1075/ll.1.1‑2.10wol
    https://doi.org/10.1075/ll.1.1-2.10wol [Google Scholar]
  37. Xue, J., Friesen, W., & O’Sullivan, D.
    (2011) Diversity in Chinese Auckland: Hypothesising multiple ethnoburbs. Population, Space and Place, 18(5), 579–595. 10.1002/psp.688
    https://doi.org/10.1002/psp.688 [Google Scholar]
  38. Zhang, H.
    (2006) 汉语可以这样教-语言要素篇 [Methodology of teaching Chinese: The perspective of language elements and structures]. Beijing: The Commercial Press.
    [Google Scholar]
  39. Zhao, A., Guo, Y., & Dynia, J.
    (2013) Foreign language reading anxiety: Chinese as a foreign language in the United States. The Modern Language Journal, 97(3), 764–778. 10.1111/j.1540‑4781.2013.12032.x
    https://doi.org/10.1111/j.1540-4781.2013.12032.x [Google Scholar]
  40. Zhou, J.
    (2009) 汉语课堂教学技巧 325 例 [325 Examples of teaching strategies in the Chinese language classroom]. Beijing: The Commercial Press.
    [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.1075/ll.20016.buc
Loading
/content/journals/10.1075/ll.20016.buc
Loading

Data & Media loading...

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error