How do written and other signs shape our educational spaces and practices; and how, in turn, are these written and other signs shaped by the educational spaces and practices they inhabit? Building on enquiries into the linguistic landscapes of public spaces, this volume addresses these questions and thereby further advances the educational turn in linguistic and semiotic landscapes studies. Prompted by social changes associated with migration and superdiversity, as well as imperatives to promote pluri- and multilingualism, the studies collected here speak to the interest of researchers and practitioners in educational linguistics and educational sciences. They confirm the value of combining empirical analyses of linguistic and semiotic educationscapes with action research on mobilising linguistic landscapes as pedagogical resources to promote multilingual equality.
Cuprins
Acknowledgement
Contributors
Chapter 1. Edina Krompák, Víctor Fernández-Mallat and Stephan Meyer: The Symbolic Value of Educationscapes – Expanding the Intersections between Linguistic Landscape and Education
Part I: Assessing the Linguistic and Semiotic Landscapes of Educational Spaces
Chapter 2. Sabine Lehner: Linguistic Landscapes and Constructions of Space in a Learning Club for Young Refugees in Vienna
Chapter 3. Leona Harris, Una Cunningham, Jeanette King and Dyanna Stirling: Landscape Design for Language Revitalisation: Linguistic Landscape In and Beyond a Māori Immersion Early Childhood Centre
Chapter 4. Carla Bagna and Martina Bellinzona: Italian Linguistic Schoolscape: Neo-plurilingualism in an Age of Migration
Chapter 5. Corey Huang Fanglei: Displaying Care: The Neoliberal Semiotic Landscape of Psychological Health Services Posters on a University Campus in Hong Kong
Chapter 6. Boglárka Straszer and David Kroik: Promoting Indigenous Language Rights in Saami Educational Spaces: Findings from a Preschool in Southern Saepmie
Chapter 7. Edina Krompák: Blackboard – A Space within a Space. Visible Linguistic and Social Practices in Swiss Primary Classrooms
Part II: Linguistic Landscape as a Pedagogical Resource
Chapter 8. Mieke Vandenbroucke: Institutional Educationscapes for New Speakers in Flanders: Language Learning Campaigns and Linguistic Integration
Chapter 9. Kirk P.H. Sullivan, Christian Waldmann and Maria Wiklund: Using Participatory Linguistic Landscapes as Pedagogy for Democracy: A Didactic Study in a Primary School Classroom
Chapter 10. July De Wilde, Johannes Verhoene, Jo Tondeur and Ellen Van Praet: ‘Go in Practice’: Linguistic Landscape and Outdoor Learning
Chapter 11. Solvita Burr: Linguistic Landscape Signs in First-Language Learning Materials: From Passively Illustrative Function to Meaningful Learning Experiences
Chapter 12. Yu Li: Cultural Authenticity in the Linguistic Landscape: Developing Additional-Language Learners’ Critical Intercultural Understanding
Chapter 13. Durk Gorter and Jasone Cenoz: Linguistic Landscapes in Educational Contexts: An Afterword
Index
Despre autor
Stephan Meyer is Deputy Director of the Language Centre at the University of Basel, Switzerland. His research interests include scholarly discourse, multilingualism, narrative identity and care.
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