The Linguistic Landscape as an Identity Construction Site of a United States' Higher Educational Institution in the Time of COVID-19

Autor/in	Im, Jae-hyun
Titel	The Linguistic Landscape as an Identity Construction Site of a United States' Higher Educational Institution in the Time of COVID-19
Quelle	In: Education as Change, 27 (2023), Artikel 11405 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Im, Jae-hyun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1682-3206
Schlagwörter	Self Concept; COVID-19; Pandemics; Semiotics; Visual Aids; Language Usage; Code Switching (Language); Translation; Educational Facilities; Higher Education; School Community Relationship; Indiana + Suchen Sie Ihr Suchwort? Selbstkonzept; Semiotik; Anschauungsmaterial; Sprachgebrauch; Bildungsstätte; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	This study examines how the linguistic landscape of a university in the midwestern United States has changed since the COVID-19 pandemic, and how that change has discursively constructed the identities of the university and its community. The focus lies in the newly displayed semiotics that provides information about preventing the virus from spreading. By analysing public signs such as flyers, posters, and banners whose contents have to do with COVID-19, this study found the following five ways in which the institution and community express their identities and voices. The university's identity has shifted to that of an agent that acts to encourage a united effort to protect itself and its community; a caring entity that cares about community members; a site for community members' voice expression; a space creator to expand interaction from physical to online discourses; and an information deliverer for international members of the community. This study calls for research that investigates the global pandemic's influence on the linguistic landscape. (As Provided).
Anmerkungen	Education as Change. The Centre for Education Rights and Transformation, Faculty of Education, University of Johannesburg, PO Box 524, Auckland Park, Johannesburg 2000, South Africa. Tel: +27-11-5591148; e-mail: journal-ed@uj.ac.za; Web site: https://unisapressjournals.co.za/index.php/EAC
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01