Language for All: Teaching Graffiti for Intercultural Literacy

Autor/in	Angrist, Mira
Titel	Language for All: Teaching Graffiti for Intercultural Literacy
Quelle	In: NECTFL Review, 89 (2022), S.65-73 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2164-5965
Schlagwörter	Second Language Learning; Second Language Instruction; Art; Physical Environment; Intercultural Communication; Hebrew; Communicative Competence (Languages); Multilingualism; College Faculty; Teaching Methods; Undergraduate Students; Foreign Countries; Signs; Visual Literacy; National Standards; Metalinguistics; Dialogs (Language); Pragmatics; Social Attitudes; Political Attitudes; Cultural Awareness; Phrase Structure; Arabs; Jews; Language Attitudes; Language Usage; Israel + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Arts; Kunst; Natürliche Umwelt; Interkulturelle Kommunikation; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Mehrsprachigkeit; Multilingualismus; Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Zeichensystem; Literacy; Visualization; Visualisation; Schreib- und Lesekompetenz; Visualisierung; Metalanguage; Metasprache; Dialog; Dialogs; Dialogue; Dialogues; Pragmalinguistik; Social attidude; Soziale Einstellung; Political attitude; Politische Einstellung; Cultural identity; Kulturelle Identität; Phrasenstruktur; Arab; Araber; Jew; Jude; Jüdin; Juden; Sprachverhalten; Sprachgebrauch
Abstract	This article describes how to help students connect what they learn in the language classroom to the outside world as they learn to understand, produce, and analyze spoken, written, visual, and cultural information in their second language (L2). As learners make connections between course material and the physical and virtual spaces where the L2 is used, they are introduced to the concept of "linguistic landscape" (LL), which refers to language on signs, advertisements, in graffiti, and other public venues. The examples come from a Hebrew class, where students gain deeper understanding of diverse intercultural realites in Israel and are prepared to function in authentic communicative situations. Colleagues in other languages could also use LL as a basis to explore intercultural realities of any multilingual space--from Berlin to Québec or in students' own environments. (As Provided).
Anmerkungen	Northeast Conference on the Teaching of Foreign Languages. 2400 Main Street, Buffalo, NY 14214. e-mail: info@nectfl.org; Web site: https://www.nectfl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01