Linguistic Landscapes: An Experiential Learning Project for Developing Intercultural Competence

Autor/in	Hatoss, Anikó
Titel	Linguistic Landscapes: An Experiential Learning Project for Developing Intercultural Competence
Quelle	In: Australian Review of Applied Linguistics, 42 (2019) 2, S.146-170 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0155-0640
Schlagwörter	Experiential Learning; Cultural Awareness; Intercultural Communication; Teaching Methods; Self Concept; Language Usage; Learning Activities; Instructional Innovation; Undergraduate Students; Foreign Countries; Program Descriptions; Multilingualism; Cultural Pluralism; Student Attitudes; Electronic Publishing; Language Attitudes; Linguistic Input; Linguistic Theory; Code Switching (Language); Second Languages; Australia + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Cultural identity; Kulturelle Identität; Interkulturelle Kommunikation; Teaching method; Lehrmethode; Unterrichtsmethode; Selbstkonzept; Sprachgebrauch; Lernaktivität; Educational Innovation; Bildungsinnovation; Ausland; Mehrsprachigkeit; Multilingualismus; Kulturpluralismus; Schülerverhalten; Elektronisches Publizieren; Sprachverhalten; Sprachbildung; Linguistische Theorie; Second language; Zweitsprache; Australien
Abstract	Some of the key challenges in teaching intercultural communication (IC) are to engage learners in activities which develop their critical intercultural awareness and to prepare them for communication in superdiverse (Vertovec, 2007) contexts. This paper discusses linguistic landscapes (LL) as an innovative method for teaching intercultural competence. Undergraduate linguistics students conducted a LL project to explore linguistic diversity in their chosen suburb of Sydney and reflected on their own intercultural learning experience. Student reflections revealed that the project had a strong impact on their perceptions of diversity and their attitudes towards other languages and cultures. Students increased their critical awareness of how identity, ideology and attitudes influence language choices and intercultural interactions. The experiential learning project also made them reflect on their own identity as intercultural citizens. The findings of this study highlight the usefulness of the project in developing intercultural competence (ICC). The paper discusses methodological implications for teaching IC in the context of increasingly multilingual and multicultural learning communities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01