Promoting Plurilingualism through Linguistic Landscapes: A Multi-Method and Multisite Study in Germany and the Netherlands

Autor/inn/en	Brinkmann, Lisa Marie; Duarte, Joana; Melo-Pfeifer, Sílvia
Titel	Promoting Plurilingualism through Linguistic Landscapes: A Multi-Method and Multisite Study in Germany and the Netherlands
Quelle	In: TESL Canada Journal, 38 (2022) 2, S.88-112 (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-435X
Schlagwörter	Cross Cultural Studies; Multilingualism; Teaching Methods; Foreign Countries; Critical Thinking; Power Structure; Second Languages; Language Usage; Student Attitudes; Teacher Attitudes; Semiotics; Secondary School Students; Native Language; Second Language Learning; Classroom Communication; Secondary School Teachers; Metalinguistics; Writing Assignments; German; Indo European Languages; Language Variation; Netherlands; Germany + Suchen Sie Ihr Suchwort? Cultural comparison; Kulturvergleich; Mehrsprachigkeit; Multilingualismus; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Kritisches Denken; Second language; Zweitsprache; Sprachgebrauch; Schülerverhalten; Lehrerverhalten; Semiotik; Sekundarschüler; Zweitsprachenerwerb; Klassengespräch; Metalanguage; Metasprache; Deutscher; Indoeuropäisch; Sprachenvielfalt; Niederlande; Deutschland
Abstract	This article investigates how linguistic landscapes (LLs) can foster critical thinking about linguistic power relations and tensions in multilingual areas by acting as stimuli to reflect on the ethnolinguistic vitality of languages in a given region. We examine the pedagogical use of LLs as resources for the implementation of plurilingual pedagogies in mainstream secondary school classrooms in two distinct sites: Germany and the Netherlands. Data was collected through classroom observations, interviews with teachers, and students' assignments and questionnaires. Analysis included an examination of how students validate their linguistic and semiotic practices and those of the Other through different approaches to LL in the classroom. Results show that in the Netherlands, students and teachers co-constructed the research on LL by critically reflecting on visibility issues in their LL research; in Germany, students and teachers engaged in collaborative sequences of meaning-making based on preselected examples of the LL of their surroundings. In both sites, teachers' attitudes were central in fostering classroom interaction to enhance students' reflexivity and criticality. This study is significant as it confirms the added value of using LLs as resources for developing critical language awareness through challenging "banal monolingualism" in highly linguistic diverse classrooms and as a path towards empowerment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01