'Localizing English in Town': A Linguistic Landscape Project for a Critical Linguistics Education on Multilingualism

Autor/in	Sabaté-Dalmau, Maria
Titel	'Localizing English in Town': A Linguistic Landscape Project for a Critical Linguistics Education on Multilingualism
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 10, S.3580-3596 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sabaté-Dalmau, Maria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2022.2067978
Schlagwörter	Multilingualism; Sociolinguistics; Romance Languages; Spanish; English (Second Language); Second Language Learning; Pilot Projects; Language of Instruction; Socialization; Ethnography; Second Language Instruction; Course Evaluation; Foreign Countries; Instructional Innovation; Metalinguistics; Citizen Participation; Cultural Awareness; Communicative Competence (Languages); Undergraduate Students; Language Variation; Web 2.0 Technologies; Maps; Geographic Information Systems; Grades (Scholastic); Advanced Students; Teaching Methods; Ethics; Student Projects; Spain + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Soziolinguistik; Romanische Sprache; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Pilot project; Modellversuch; Pilotprojekt; Teaching language; Unterrichtssprache; Socialisation; Sozialisation; Ethnografie; Fremdsprachenunterricht; Ausland; Educational Innovation; Bildungsinnovation; Metalanguage; Metasprache; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Cultural identity; Kulturelle Identität; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Sprachenvielfalt; Map; Karte; Notenspiegel; Fortgeschrittener; Teaching method; Lehrmethode; Unterrichtsmethode; Ethik; Schulprojekt; Spanien
Abstract	This article presents the outcomes of a 2-year pilot study of a teaching innovation project in an English-medium instruction course on sociolinguistics, in a languages degree at a Catalan university. Following the tenets of Critical Linguistics Education, our proposal aimed at promoting the students' development of metalinguistic awareness of linguistic diversity; particularly, of Englishization phenomena in their socialization spaces. Firstly, we detail the project, based on the students' interpretive analysis of the social meanings of a series of Linguistic Landscapes involving local and global languages that they gathered ethnographically. This required the use of two technologies of citizenship participation, employed as Foreign Language learning/teaching instruments: A geolocating map and a 2.0 web. We then analyze the students' productions, and their marks, course ratings and project-assessment reports. We show that the required disciplinary content and advanced English level were attained. Students became knowledge generators of sociolinguistics phenomena and developed an intercultural, plurilingual competence in 'localized Englishes'. We conclude that the use of Linguistic Landscaping is an effective means to develop the multilingual literacy, technoliteracy and learning-to-learn competences required by the European Council. This contributes to the design of pedagogical strategies fostering the students' commitment to an ethics of respect towards multilingualism. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01