Engaging with Linguistic Landscaping in Vancouver's Chinatown: A Pedagogical Tool for Teaching and Learning about Multilingualism

Autor/inn/en	Li, Jing; Marshall, Steve
Titel	Engaging with Linguistic Landscaping in Vancouver's Chinatown: A Pedagogical Tool for Teaching and Learning about Multilingualism
Quelle	In: International Journal of Bilingual Education and Bilingualism, 23 (2020) 8, S.925-941 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Li, Jing)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2017.1422479
Schlagwörter	Multilingualism; Foreign Countries; Teaching Methods; Learning Processes; Course Descriptions; Ethnography; Neighborhoods; Language Usage; Creativity; Sensory Experience; Learning Experience; Research Methodology; Asian Culture; Immigrants; Chinese; Signs; Language Planning; Imagery; Cultural Awareness; Doctoral Students; Student Attitudes; English; Language Role; Photography; Language Minorities; Canada + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Kursstrukturplan; Ethnografie; Neighbourhoods; Nachbarschaft; Sprachgebrauch; Kreativität; Sinnerfahrung; Lernerfahrung; Research method; Forschungsmethode; Immigrant; Immigrantin; Immigranten; China; Chinesen; Zeichensystem; Sprachwechsel; Metaphorik; Cultural identity; Kulturelle Identität; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Schülerverhalten; English language; Englisch; Fotografie; Sprachminderheit; Kanada
Abstract	This article describes the use of linguistic landscaping as a pedagogical resource [Sayer, Peter. 2010. "Using the Linguistic Landscape as a Pedagogical Resource." "ELT Journal" 64 (2): 143-154] for teaching and learning about multilingualism in a graduate course on ethnographic research methods. We present an account of a student-researcher carrying out a linguistic landscaping project as a means to document, analyze, and engage with multilingualism in Vancouver's Chinatown. The study suggests that using the linguistic landscape as a pedagogical tool allowed for a multimodal/sensory learning experience and text-to-world connections to be made, enabling greater awareness and creative analysis around social language use [Sayer, Peter. 2010. "Using the Linguistic Landscape as a Pedagogical Resource." "ELT Journal" 64 (2): 143-154]. We argue that such a connection can be made due to three key factors: engagement with local practices, researcher agency, and physical immersion within the intersection between theory and lived practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01