Spatializing Language Studies

This open access volume offers valuable new perspectives on the question of how mobility, locatedness and immersion in the physical world can enhance second language teaching and learning. It does so through a diverse array of empirical studies of language, literacy, and culture learning in the linguistic landscape of visible and audible public discourse. Written from conceptually rich and disciplinarily varied perspectives, its ten chapters address methodological and practical problems of relating language learning to the lived and rapidly changing places of the late modern world.
Whether it is within the four walls of a school, in a nearby multilingual neighborhood, in a virtual telecollaborative space, or in any other location where languages may be learned, this volume highlights different configurations of learning spaces, the leveraging of real-world places for critical learning, and ways to productively 'dislocate' language learners from preconceived notions and standardized experiences. Together, these elements create conditions for a language and literacy pedagogy that can be said to be robustly spatialized: linguistically and culturally complex, geographically situated, historically informed, dialogically realized, and socially engaged.

Illustrates language and culture teaching in the linguistic landscape Offers a new conceptual framework This book is open access, so you have free and unlimited access Reimagining learning spaces through the linguistic landscape

Autorentext
to follow (editors have published with us before)
Sébastien Dubreil is Teaching Professor of French and Francophone Studies, Second Language Acquisition, and Technology-Enhanced Learning at Carnegie Mellon University. Specializing in CALL, his research interests focus on the use of technology in fostering transcultural learning. His most recent research examines the notions of social pedagogies, linguistic landscapes, and game-based language and culture learning.

David Malinowski is Assistant Professor in the Department of Linguistics and Language Development at San José State University. With interests in language and literacy education, multimodal communication and technology-enhanced learning, he teaches and conducts research on language teacher development, language teaching with technology, and place-based language learning. He is an associate editor for the journal Linguistic Landscape.

Hiram H. Maxim isProfessor of German Studies and Linguistics at Emory University. His research interests lie in the general area of instructed adult second language acquisition with specific interest in the relationship between second language reading and writing and curricular approaches that facilitate that intersection.

Inhalt