Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-78c5997874-dh8gc Total loading time: 0 Render date: 2024-11-10T15:35:49.688Z Has data issue: false hasContentIssue false

27 - Linguistic Landscapes in School

from Part Six - Multilingual Children’s Landscape

Published online by Cambridge University Press:  18 August 2022

By
Eva Vetter
Edited by
Anat Stavans  and
Ulrike Jessner
Anat Stavans
Affiliation:
Beit Berl College, Israel
Ulrike Jessner
Affiliation:
Leopold-Franzens-Universität Innsbruck, Austria
Get access

Summary

The linguistic landscape (LL) is powerful for young children. They react react to the LL and benefit from (attractive) signs for early literacy or language learning. They create signs and bring their out-of-(pre-)school experiences into the educational space. Finally, they actively engage with the LL and discover the symbolic function of signage and ideologies of language and language use. This chapter on LL in school starts with an overview of the development of linguistic landscape research in general. This is followed by a presentation of studies on landscapes inside and outside schools and on pedagogical and didactic activities that draw on the potentialities of signage. With this, the chapter showcases major results of linguistic landscape research in the field of early schooling and draws on a variety of theoretical and methodological groundings of this research.

Keywords

(critical) language awarenessearly literacymultimodalitypower asymmetryschoolscape
Type
Chapter
Information
The Cambridge Handbook of Childhood Multilingualism , pp. 623 - 648
Publisher: Cambridge University Press
Print publication year: 2022

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Aronin, L., & Ó Laoire, M. (2012). The material culture of multilingualism. In Gorter, D., Marten, H. F., & van Mensel, L., eds., Minority Languages in the Linguistic Landscape. Basingstoke: Palgrave Macmillan, pp. 299–318.Google Scholar
Aronin, L., & Ó Laoire, M. (2013). The material culture of multilingualism: Moving beyond the linguistic landscape. International Journal of Multilingualism, 10(3), 225–35.Google Scholar
Backhaus, P. (2007). Linguistic Landscapes. A Comparative Study of Urban Multilingualism in Tokyo. Clevedon: Multilingual Matters.Google Scholar
Backhaus, P. (2019). The Routledge Handbook of Japanese Sociolinguistics. London/New York: Routledge.Google Scholar
Barni, M., & Bagna, C. (2015). The critical turn in LL: New methodologies and new items in LL. Linguistic Landscape: An International Journal, 1(1–2), 6–18.Google Scholar
Ben-Rafael, E. (2009). A sociological approach to the study of linguistic landscapes. In Shohamy, E., & Gorter, D., eds., Linguistic Landscape: Expanding the Scenery. London/New York: Routledge, pp. 40–54.Google Scholar
Ben-Rafael, E., Shohamy, E., Hasan Amara, M., & Trumper-Hecht, N. (2006). Linguistic landscape as symbolic construction of the public space: The case of Israel. International Journal of Multilingualism, 3(1), 7–30.Google Scholar
Biró, E. (2016). Learning schoolscapes in a minority setting. Acta Universitatis Sapientiae, Philologica, 8(2), 109–21.Google Scholar
Blackwood, R., Lanza, E., & Woldemariam, H. (2016 ). Negotiating and Contesting Identities in Linguistic Landscapes. London: Bloomsbury.Google Scholar
Blommaert, J. (2013). Ethnography, Superdiversity and Linguistic Landscapes: Chronicles of Complexity. Clevedon: Multilingual Matters.CrossRefGoogle Scholar
Blommaert, J. (2016). The conservative turn in linguistic landscape studies. Ctrl+Alt+Dem, https://alternative-democracy-research.org/2016/01/05/the-conservative-turn-in-linguistic-landscape-studies/.Google Scholar
Boivin, N. (2021). Agentic space for transmigrant families multisensory discourse of identity. Linguistic Landscape, 7(1), 37–59.Google Scholar
Brown, K. D. (2005). Estonian schoolscapes and the marginalization of regional identity in education. European Education, 37(3), 78–79.Google Scholar
Brown, K. D. (2012). The linguistic landscape of educational spaces: Language revitalization and schools in southeastern Estonia. In Gorter, D., Marten, H. F., & Van Mensel, L., eds., Minority Languages in the Linguistic Landscape (pp. 281–298). Basingstoke: Palgrave Macmillan, pp. 281–98.Google Scholar
Brown, K. D. (2018). Shifts and stability in schoolscapes: Diachronic considerations of southeastern Estonian schools. Linguistics and Education, 44, 12–19.Google Scholar
Canagarajah, S. (2013). Translingual Practice: Global Englishes and Cosmopolitan Relations. London/New York: Routledge.Google Scholar
Candelier, M. (1998). L’Éveil aux langues à l’école primaire – le programme européen “Evlang”. In Billiez, J., ed., De la didactique des langues à la didactique du plurilinguisme. Grenoble: CDL-LIDILEM, pp. 299–308.Google Scholar
Candelier, M. (2003a). L’Éveil aux langues à l’école primaire ‘Evlang’: bilan d’une innovation européenne. Brussels: De Boeck & Larcier.Google Scholar
Candelier, M. (2003b). Janua Linguarum – la porte des langues: L’introduction de l’éveil aux langues dans le curriculum. Strasbourg: Éditions Conseil de l’Europe.Google Scholar
Candelier, M. (2007). Awakening to languages and language policy. In Cenoz, J. & Hornberger, N., eds., Encyclopedia of Language and Education, Vol 6. Knowledge about Language, 2nd Ed. New York: Springer, pp. 219–32.Google Scholar
Cenoz, J., & Gorter, D. (2008). The linguistic landscape as an additional source of input in second language acquisition. IRAL-International Review of Applied Linguistics in Language Teaching, 46(3), 267–87.CrossRefGoogle Scholar
Chern, C.-I., & Dooley, K. (2014). Learning English by walking down the street. ELT Journal, 68(2), 113–23.Google Scholar
Chumak-Horbatsch, R. (2019). Using Linguistically Appropriate Practice: A Guide for Teaching in Multilingual Classrooms. Clevedon: Multilingual Matters.Google Scholar
Clemente, M., Andrade, A. I., & Martins, F. (2012). Learning to read the world, learning to look at the linguistic landscape: A primary school study. In Hélot, C., Barni, M., Janssens, R., & Bagna, C., eds., Linguistic Landscapes, Multilingualism, and Social Change. Frankfurt am Main: Peter Lang, pp. 267–285.Google Scholar
Cohen, Y. A. (1971). The shaping of men’s minds: adaptations to imperatives of Culture. In Wax, M. L., Diamond, S., & Gearing, F., eds., Anthropological Perspectives on Education. New York: Basic Books, pp. 19–50.Google Scholar
Coulmas, F. (2009). Linguistic landscaping and the seed of the public sphere. In Shohamy, E., & Gorter, D., eds., Linguistic Landscape: Expanding the Scenery. London/New York: Routledge, pp. 13–24.Google Scholar
Cummins, J., & Early, M. (2011). Introduction. In Cummins, J. & Early, M., eds., Identity Texts: The Collaborative Creation of Power in Multilingual Schools. Stoke-on-Trent: IOE Press, pp. 1–19.Google Scholar
Dagenais, D., Moore, D., Sabatier, C., Lamarre, P., & Armand, F. (2009). Linguistic landscape and language awareness. In Shohamy, E., & Gorter, D., eds., Linguistic Landscape: Expanding the Scenery. London/New York: Routledge, pp. 253–69.Google Scholar
Dressler, R. (2015). Signgeist: Promoting bilingualism through the linguistic landscape of school signage. International Journal of Multilingualism, 12(1), 128–45.CrossRefGoogle Scholar
García, O. (2017). Translanguaging in schools: Subiendo y bajando, bajando y subiendo as afterword, Journal of Language, Identity & Education, 16(4), 256–63.CrossRefGoogle Scholar
Garvin, R. (2010). Responses to the linguistic landscape in Memphis, Tennessee: An urban space in transition. In Shohamy, E., Ben-Rafael, E., & Barni, M., eds., Linguistic Landscape in the City. Clevedon: Multilingual Matters, pp. 252–71.Google Scholar
Giles, R. M., & Tunks, K. W. (2010). Children write their world: Environmental print as a teaching tool. Dimensions of Early Childhood, 38(3), 23–29.Google Scholar
Gormier, G. (2019). Translanguaging and linguistic landscapes. A study of Manitoban schoolscapes. Cahiers de l’ILOB, 10, 87–105.Google Scholar
Gorter, D., & Cenoz, J. (2015). Linguistic landscapes inside multilingual schools. In Spolsky, B., Tannenbaum, M., & Inbar-Lourie, O., eds., Challenges for Language Education and Policy: Making Space for People. New York: Routledge, pp. 151–69.Google Scholar
Halliday, M. A. K. (1969). Relevant models of language? Educational Review, 22(1), 26–37.CrossRefGoogle Scholar
Halonen, M., Ihalainen, P., & Saarinen, T. (2015). Diverse discourses in time and space: Historical, discourse analytical and ethnographic approaches to multi-sited language policy discourse. In Halonen, M., Ihalainen, P., & Saarinen, T., eds., Language policies in Finland and Sweden. Clevedon: Multilingual Matters, pp. 3–26.Google Scholar
Hudelson, S. (1984). Kan yu ret and rayt en Ingles: Children become literate in English as a second language. TESOL Quarterly, 18(2), 221–35.Google Scholar
Huebner, T. (2009). A framework for the linguistic analysis of linguistic landscapes. In Shohamy, E., & Gorter, D., eds., Linguistic Landscape: Expanding the Scenery. London/New York: Routledge, pp. 70–87.Google Scholar
Huebner, T. (2016) Linguistic landscape: History, trajectory and pedagogy. MANUSYA: Journal of Humanities, Special Issue 22, 1–11.CrossRefGoogle Scholar
Hult, F. (2009). Language ecology and linguistic landscape analysis. In Shohamy, E., & Gorter, D., eds., Linguistic Landscape: Expanding the Scenery. London/New York: Routledge, pp. 88–104.Google Scholar
Hult, F. (2018). Language policy and planning and linguistic landscapes. In Tollefson, J., & Pérez-Milans, M., eds., The Oxford Handbook of Language Policy and Planning. Oxford: Oxford University Press, pp. 333–54.Google Scholar
Jaworski, A., & Thurlow, C. (2010). Semiotic Landscapes: Language, Image, Space. London: Continuum.Google Scholar
Johnson, N. B. (1980). The material culture of public school classroom: The symbolic integration of local schools and national culture. Anthropology & Education Quarterly, 11(3), 173–90.Google Scholar
Laihonen, P., & Tódor, E.-M. (2015). The changing schoolscape in a Szekler village in Romania: Signs of diversity in “rehungarization”. International Journal of Bilingual Education and Bilingualism, 20(3), 362–79.Google Scholar
Landry, R., & Bourhis, R. Y. (1997). Linguistic landscape and ethnolinguistic vitality. Journal of Language and Social Psychology, 16, 23–49.Google Scholar
Lefebvre, H. (1991). The Production of Space. Malden: Blackwell.Google Scholar
Malinowski, D. (2015). Opening spaces of learning in the linguistic landscape. Linguistic Landscape: An International Journal, 1(1–2), 95–113.Google Scholar
Masai, Y. (1972). Tokyo no seikatsu chizu [Living Map of Tokyo]. Tokyo: Jiji TsUshinsha.Google Scholar
Masai, Y. (1983). Shinjuku no kissatenmei – gengo keikan no bunka chiri [Café Names in Shinjuku – The Cultural Geography of the Linguistic Landscape]. Tsukuba Daigaku chi’iki kenkyU, 1, 49–61.Google Scholar
Menken, K., Pérez Rosario, V., & Guzmán Valerio, L. A. (2018). Increasing multilingualism in schoolscapes. New scenery and language education policies. Linguistic Landscape: An International Journal, 4(2), 101–27.Google Scholar
Neumann, M. M., Acosta, C., & Neumann, D. L. (2014). Young children’s visual attention to environmental print as measured by eye tracker analysis. Reading Research Quarterly, 49(2), 157–68.Google Scholar
OJ 2019 R 189. Council Recommendation of 22 May 2019 on a comprehensive approach to the teaching and learning of languages, https://op.europa.eu/en/publication-detail/-/publication/7216390d-876b-11e9–9f05–01aa75ed71a1/language-en/format-HTML/source-110951199.Google Scholar
Orellana, M. F., & Hernandez, A. (1999). Talking the walk: Children reading urban environmental print. Reading Teacher, 52(6), 612–19.Google Scholar
Osterkorn, P., & Vetter, E. 2015. “Le multilinguisme en question?” The case of minority language education in Brittany (France). In Kramsch, C. & Jessner, U., eds., The Multilingual Challenge: Cross-disciplinary Perspectives. Berlin: Mouton de Gruyter, pp. 115–39.Google Scholar
Peck, A., & Stroud, C. (2015). Skinscapes. Linguistic Landscape: An International Journal, 1(1–2), 133–51.Google Scholar
Pennycook, A. (2019). Linguistic landscapes and semiotic assemblages. In Pütz, M., & Mundt, N., eds., Expanding the Linguistic Landscape: Linguistic Diversity, Multimodality and the Use of Space as a Semiotic Resource. Clevedon: Multilingual Matters, pp. 75–88.Google Scholar
Pennycook, A., & Otsuji, E. (2015). Making scents of the landscape. Linguistic Landscape, 1(3), 191–212.Google Scholar
Pietikäinen, S. (2012). Experiences and expressions of multilingualism: Visual ethnography and discourse analysis in research with Sámi children. In Gardner, S., & Martin-Jones, M., eds., Multilingualism, Discourse and Ethnography. London/New York: Routledge, pp. 163–78.Google Scholar
Pietikäinen, S., & Pitkänen-Huhta, A. (2013). Multimodal literacy practices in the indigenous Sámi classroom: Children navigating in a complex multilingual setting. Journal of Language, Identity & Education, 12(4), 230–47.Google Scholar
Przymus, S. D., & Kohler, A. T. (2018). SIGNS: Uncovering the mechanisms by which messages in the linguistic landscape influence language/race ideologies and educational opportunities. Linguistics and Education, 44, 58–68.Google Scholar
Pütz, M., & Mundt, N. (2018). Expanding the Linguistic Landscape: Linguistic Diversity, Multimodality and the Use of Space as a Semiotic Resource. Clevedon: Multilingual Matters.Google Scholar
Rowland, L. (2013). The pedagogical benefits of a linguistic landscape project in Japan. International Journal of Bilingual Education and Bilingualism, 16(4), 494–505.CrossRefGoogle Scholar
Scarvaglieri, C., Redder, A., Pappenhagen, R., & Brehmer, B. (2012). Capturing diversity: Linguistic land- and soundscaping. In Gogolin, I. & Duarte, J., eds., Linguistic Super-diversity in Urban Areas: Research Approaches. Amsterdam: John Benjamins, pp. 45–74.Google Scholar
Schjerve-Rindler, R., ed. (2003). Language Policies and Practice in the 19th Century Habsburg Empire. Berlin: Mouton de Gruyter.Google Scholar
Scollon, R., & Scollon, S. W. (2004). Nexus Analysis: Discourse and the Emerging Internet. London/New York: Routledge.Google Scholar
Shohamy, E. (2017). Linguistic landscape: Interpreting and expanding language diversities. In De Fina, A., Ikizoglu, D., & Wegner, J., eds., Diversity and Super-Diversity: Sociocultural Linguistic Perspectives. Washington, DC: Georgetown University Press, pp. 37–63.Google Scholar
Shohamy, E., & Gorter, D., eds. (2009). Linguistic Landscape: Expanding the Scenery. London/New York: Routledge.Google Scholar
Shohamy, E., & Waksman, S. (2009). Linguistic landscape as an ecological arena: Modalities, meanings, ngotiations, education. In Shohamy, E., & Gorter, D., eds., Linguistic Landscape: Expanding the Scenery. London/New York: Routledge, pp. 313–31.Google Scholar
Shohamy, E., & Waksman, S. (2010). Building the nation, writing the past. History and textuality at the Ha’apala Memorial in Tel Aviv-Jaffa. In Jaworski, A. & Thurlow, C., eds., Semiotic landscapes: Language, Image, Space. London: Continuum, pp. 241–55.Google Scholar
Shohamy, E., & Waksman, S. (2012). Talking back to the city of Tel Aviv centennial: L1 responses to top-down agendas. In Hélot, C., Barni, M., Janssens, R., & Bagna, C., eds., Linguistic Landscape, Multilingualism and Social Change, Sprache, Mehrsprachigkeit und sozialer Wandel 16. Frankfurt am Main: Peter Lang, pp. 109–26.Google Scholar
Spolsky, B. (2009). Prolegomena to a sociolinguistic theory of public signage. In Shohamy, E., & Gorter, D., eds., Linguistic Landscape: Expanding the Scenery. London/New York: Routledge, pp. 25–39.Google Scholar
SWD (2018) 174 final. Commission staff working document. Accompanying the document Proposal for a Council Recommendation on a comprehensive approach to the teaching and learning of languages COM (2018) 272 final (Part 1/2) and (Part 2/2), https://eur-lex.europa.eu/resource.html?uri=cellar:36ae2f05–5dc7–11e8-ab9c-01aa75ed71a1.0001.02/DOC_1&format=PDF, https://eur-lex.europa.eu/resource.html?uri=cellar:36ae2f05–5dc7–11e8-ab9c-01aa75ed71a1.0001.02/DOC_2&format=PDF.Google Scholar
Szabó, T. P. (2015). The management of diversity in schoolscapes: An analysis of Hungarian practices. Apples – Journal of Applied Language Studies, 9(1), 23–51.Google Scholar
Tompkins, J. (2001). “Homescapes” and identity reformations in Australian multicultural drama. Theatre Research International, 26(1), 47–59.CrossRefGoogle Scholar
UDLR. (1996). Universal Declaration of Linguistic Rights, https://culturalrights.net/descargas/drets_culturals389.pdf.Google Scholar
United Nations Economic and Social Council (2019). Special edition: Progress towards the Sustainable Development Goals. Report of the Secretary-General. 2019 Session, E/2019/68, https://unstats.un.org/sdgs/files/report/2019/secretary-general-sdg-report-2019--Statistical-Annex.pdf.Google Scholar
Vukelich, C., Christie, J., & Enz, B. (2012). Helping Young Children Learn Language and Literacy: Birth through Kindergarten, 3rd Ed. Hoboken: Pearson.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×