Chinese Students' Engagement with Linguistic Landscapes during a Summer School in Scotland

Autor/in	Hancock, Andy
Titel	Chinese Students' Engagement with Linguistic Landscapes during a Summer School in Scotland
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 10, S.3568-3579 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2022.2066970
Schlagwörter	Undergraduate Students; Public Speaking; Intervention; Multilingualism; Photography; Foreign Countries; Instructional Effectiveness; Study Abroad; Learner Engagement; Oral Language; Asians; Summer Programs; Multiple Literacies; Pragmatics; Incidental Learning; Chinese; English (Second Language); Second Language Learning; Second Language Instruction; Indo European Languages; Outdoor Education; Language Proficiency; Language Attitudes; Foreign Students; Cooperative Learning; Reflection; United Kingdom (Edinburgh); China + Suchen Sie Ihr Suchwort? Vortrag; Mehrsprachigkeit; Multilingualismus; Fotografie; Ausland; Unterrichtserfolg; Studies abroad; Auslandsstudium; Oral interpretation; Mündlicher Sprachgebrauch; Asian; Asiat; Asiatin; Asiaten; Asiate; Sommerkurs; Pragmalinguistik; Inzidentelles Lernen; China; Chinesen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Indoeuropäisch; Freiluftunterricht; Language skill; Language skills; Sprachkompetenz; Sprachverhalten; Kooperatives Lernen
Abstract	This article examines visiting Chinese undergraduate students' engagement with the linguistic landscape (LL) in the city of Edinburgh as they participated in a University summer school. A pedagogical approach was taken involving capturing LL on display during a 'camera safari'; reflecting on questions through dialogic discussion and in writing and sharing results through oral group presentations. The article begins with a discussion of the LL literature associated with different dimensions of education, followed by a description of the multilingual research site and the LL pedagogical intervention activities. The evidence suggests the LL project supports claims of the importance of LL as a pedagogical tool for students to gain new understandings and reflect on their own learning in an increasingly globalised world. Finally, a critical examination is given of the effectiveness of LL as a pedagogical tool in educational settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01