david malinowski "linguistic landscape: new contexts, competencies, and directions for the...

Linguis'c landscape: New contexts, competencies, and direc'ons for the

language classroom

Columbia University Language Resource Center May 2, 2014

David Malinowski

Yale Center for Language Study [email protected]

Linguis'c what?

April 23, 2014: hNp://www.ctvnews.ca/canada/chinese-‐only-‐sign-‐reignites-‐language-‐debate-‐in-‐richmond-‐b-‐c-‐1.1788427

January 10, 2004: hNp://www.ny'mes.com/2004/01/10/nyregion/ethnic-‐fric'on-‐over-‐signs-‐that-‐lack-‐transla'ons.html

August 14, 2007: hNp://www.nydailynews.com/new-‐york/queens/give-‐sign-‐ar'cle-‐1.235771

“Women’s” and “Men’s” restrooms at a park outside Seoul, Korea, 2004

“Drug Free Zone”, Berkeley, CA, 2004

“Cultured Ci'zens Pass on the Le`” – stairs in a Seoul subway sta'on, 2007

“Namu reul Sarang Hapsida” – on a walking path in Dongdaemun, Seoul, 2004

Berkeley, CA , 2012

Some ques'ons to begin with

•  Who is speaking to whom in the language all around us, and what exactly are they saying?

•  Who has the right to write in public? Where, when, and how?

•  Who is included, and who is excluded, from representa'on in public space? (esp. w/ reference to mul'lingual spaces)

•  What can be done about it?

Outline for today

1.  Introduc'on to Linguis'c Landscape (studies) 2.  Some standards and competencies for LL in

the language classroom 3.  Examples of linguis'c landscape in teaching

contexts 4.  LL-‐inspired ac'vi'es, resources, and possible

areas for collabora'on

1. Introduc'on to Linguis'c Landscape (studies)


defini'ons

“The language of public road signs, adver'sing billboards, street names, place names, commercial shop signs, and public signs on government building combines to form the linguis'c landscape of a given territory, region or urban agglomera'on” Landry & Bourhis (1997)

"we argue for an approach to language from the vantage point of the social circula'on of languages across spaces and different semio'c ar'facts" “aNen'on needs to be paid to how constructs of space are constrained by material condi'ons of produc'on, and informed by associated phenomenological sensibili'es of mobility and gaze.” Stroud & Mpendukana (2009)


defini'ons

Urban sociolinguis'cs Globaliza'on and transna'onal (strong Fr. tradi'on) flows of people, products, info

Language policy Urban studies Language planning Cultural geography

Environmental Mul'modal, spa'al, psychology material “turns” in social theory & discourse studies Prolifera'on of image,

geospa'al technologies


some origins

•  LL as an “independent variable” •  “…the presence or absence of rival languages in specific domains of the linguis'c landscape can come to symbolize the strength or weakness of compe'ng ethnolinguis'c groups in the intergroup seqng. Exclusion of the in-‐group language from public signs can convey a message to the effect that one’s own language is not valued and has liNle status within society” (Landry and Bourhis, 1997, p. 28).


consequence

We do things with language, produce effects with language, and we do things to language, but language is also the thing that we do. Language is a name for our doing: both “what” we do (the name for the ac'on that we characteris'cally perform) and that which we effect, the act and its consequences. (Butler, 1997, on the agency of language)


consequence

We do things with signs, produce effects with signs, and we do things to signs, but signs are also the thing that we do. Signs are a name for our doing: both “what” we do (the name for the ac'on that we characteris'cally perform) and that which we effect, the act and its consequences.


consequence


LL contexts, issues, ques'ons: The LL6 workshop, Cape Town (April 9-‐11, 2014)

Workshop website: hNp://www.linguis'clandscapes6.co.za/


Christopher Stroud and Zannie Bock (University of the Western Cape), “Zombi landscapes: Representa'ons of apartheid in the discourses of young South Africans”


Tedros Weldemichael (University of the Western Cape), "Signs of hope in the linguis'c landscape of Asmara"


Jackie Jia Lou (City University of Hong Kong), “Naviga'ng linguis'c landscape: A par'cipatory visual ethnography

of a gentrifying neighborhood in urban Hong Kong”


Guy Puzey (University of Edinburgh), “Exploring linguis'c (in)tolerance through the linguis'c landscapes of Norway and Scotland"


Jabulani Donga (North West University), “The 1369 lights from monopolated light and power:

Migrant-‐semio'cs from Gauteng”


Quen'n Williams (University of Western Cape) response, “Linguis'c ci'zenship and linguis'c landscape studies:

Representa'ons of agency and voice"

Ethnographic Inves'ga'ons into bilingual authorship and viewing prac'ces in contested spaces -‐  Oakland, 2003-‐5 -‐  Seoul, 2006-‐7 Malinowski (2009, 2010)


my research projects

•  What is the symbolic and political significance of bilingualism and multilingualism in the lingusitic landscape?

•  What is the symbolic and political significance of bilingualism and multilingualism in the lingusitic landscape?

•  Who is responsible for these meanings? How do we understand authorship in the linguistic landscape?

•  Use ethnographic methods to engage with issue of code choice and authorship in the LL

•  Use ethnographic methods to engage with issue of code choice and authorship in the LL

•  Findings suggest a view of the‘author’ of signs as a complex, dispersed entity who is only somewhat in control of the meanings that arise from what s/he produces.

“linguis'c” landscape?

…we are keen to emphasize the way wriNen discourse interacts with other discursive modali'es: visual images, nonverbal communica'on, architecture and the built environment. For this reason, ‘linguis'c’ is only one, albeit extremely important, element for the construc'on and interpreta'on of place” Jaworski & Thurlow, 2010, p. 2


cri'ques

linguis'c “landscape”?

Landscape, we suggest, doesn’t merely signify or symbolize power rela'ons; it is an instrument of cultural power, perhaps even an agent of power that is (or frequently represents itself as) independent of human inten'ons. Mitchell, 1994, p. 1-‐2


cri'ques

Is LL a field? And if so, what are its limits?

Whatever we call it, is linguis'c landscape a phenomenon calling for a theory, or simply a collec'on of somewhat disparate methodologies for studying the nature of public wriNen signs? Spolsky, 2009, p. 25


cri'ques

2. Some standards and competencies for LL in the language classroom


beginning literacy and vocabulary


linguis'c and pragma'c competence

•  Public language is “authen'c, contextualized input which is part of the social context”

•  LL claimed to enhance students’ sensi'vity to connota'onal values of language

•  Incidental language learning

See, for instance, Gorter & Cenoz (2008); Rowland (2012)


mul'modal literacies

•  “different aspects of meaning are carried in different ways by each mode” (JewiN and Kress, 2003, p. 3)

•  New London Group (1996) iden'fies Linguis'c, Audio, Visual, Gestural, Spa'al, and Mul'modal Design as dis'nct and interrelated meaning-‐making processes


ACTFL Na'onal Standards for Foreign Language Educa'on

The 5 C’s in context of mul'lingual texts, neighborhoods: •  Connec'ons (“Students reinforce and further their knowledge of other disciplines through the foreign language”);

•  Comparisons (“Students demonstrate understanding of the nature of language/the concept of culture through comparisons of the language and cultures studied and their own”);

•  Communi'es (“Students use the language both within and beyond the school seqng”)


translingual, transcultural competence

•  The LL “signals what languages are prominent and valued in public and private spaces and indexes the social posi'oning of people who iden'fy with par'cular languages (Dagenais et al., 2009, p. 254)

•  Language learners should be led toward the ability to “operate between languages” and cul'vate heightened symbolic awareness (Modern Language Associa'on, 2007)


translingual, transcultural competence

•  Ideological posi'oning of self and other with code choice: “[Students] learn to comprehend speakers of the target language as members of foreign socie'es and to grasp themselves as Americans—that is, as members of a society that is foreign to others” (MLA, 2007)


interdisciplinary learning and the language classroom

•  Intersec'ng, source fields: linguis'cs, geography, educa'on, sociology, poli'cal science, environmental studies, semio'cs, communica'on, architecture, urban planning, literacy, applied linguis'cs, economics (cf. Shohamy and Gorter, 2009, p. 1)

•  Ethnographic and other research methods: students use signs as “'ps of icebergs” to “a deeper and more complex meaning which is embedded in histories, cultural rela'ons, poli'cs and humanis'c inter-‐rela'ons” (Shohamy & Waksman, 2009)

•  “Is it possible to define the work of faculty in ways that reflect more realis'cally the full range of academic and civic mandates?” (Boyer, 1990)

3. Examples of linguis'c landscape in teaching contexts


EFL contexts: Sayer (2010) in Oaxaca, Mexico; Rowland (2012) in Chiba, Japan

Prompt: “Why is English so prevalent around you, and why is it there?”

•  Students photograph instances of TL in everyday environments

•  Print, discuss, and classify photos according to “purpose” of TL


EFL contexts: Sayer (2010) in Oaxaca, Mexico; Rowland (2012) in Chiba, Japan

‘Helping’ ques'ons

• What type of sign is it? • Where is the sign located? • Who made the sign? • Who is the intended audience of the sign? • Why do you think English is used on the sign? • Why do you think Japanese is not used in place of English on the sign? (see Rowland, 2012, p. 498)


L2 context: Dagenais et al. (2009)

•  LL as site for cri'cal pedagogies—“literacy ac'vi'es that encourage children to interrogate texts in terms of issues of power and privilege” (p. 256)

•  Elementary school Ss with high % of non-‐English/French L1s in Montreal, Quebec and Vancouver, Bri'sh Columbia, led to analyze the “prominence” and “value” of languages in public and private spaces.


Dagenais et al. (2009) ac'vi'es •  Neighborhood descrip'ons and exchange of narra've texts with partner schools in other ci'es/regions

•  Drawings of familiar or favorite places and elicita'on by T of languages seen, heard in these places

•  Students’ examina'on of corpus of LL photos compiled by teacher/researchers

•  Walking, observa'on, note-‐taking on “three dimensions of the LL that include the geographical, the sociological, and the linguis'c aspects of the geosemio'c system” and chart these using X-‐Y coordinate system

•  Students’ own neighborhood photography, documenta'on of linguis'c diversity

•  Hand-‐drawn mapping ac'vi'es •  Discussion, wri'ng ac'vi'es on ques'ons of legi'macy and illegi'macy, power and representa'on in neighborhood spaces


Innova'on in LL concept & method as

“immanent pedagogies” •  Dell Hymes’ SPEAKING mnemonic adapted to LL studies: S = seqng or scene; P = par'cipants; E = ends; A = act sequences; K = key; I = instrumentali'es; N = norms; G = genre (Huebner, 2009)

•  Mapping language contact and change in mul'cultural contexts through “synchronous and diachronous surveying,” geo-‐referencing, detailed classifica'on and annota'on of “linguis'c traces” (Barni and Bagna, 2009).

•  Accompanied walking tours with study par'cipants in order to access the “cogni've and emo'onal verbal responses elicited and triggered by close physical proximity and explicit reference to [‘migrant cityscaping’ in] the LL” (Garvin, 2010, p. 254).


my classroom experience (I)

Culture in Place: UC Berkeley -‐ Suwon U. Korean-‐English telecollabora'on (2005)


Culture in Place: Korean-‐English LL telecollabora'on

Goals •  Foster learns’ abili'es to read and discuss how linguis'c, cultural, and social meanings are cons'tuted in mul'ple modes through signs

•  Develop learners’ fluency across languages as they interact with fluent speakers

•  Create a context for mo'va'on as language is linked to real places and ac'vi'es in the TL


UC Berkeley -‐ Suwon U. Korean-‐English telecollabora'on (2005)


my classroom experience (II)


EALANG 39: Reading the Mul'lingual City

4. LL-‐inspired ac'vi'es, resources, and possible areas for collabora'on


•  Linguis'c Landscape 2015 workshop: UC Berkeley, May 7-‐9

•  Zotero Group bibliography run by Rob Troyer, Western Oregon University: hNps://www.zotero.org/groups/linguis'c_landscape_bibliography

•  Diigo (social bookmarking) group* for sharing web content, set up yesterday: hNps://groups.diigo.com/group/linguis'clandscape (*brand new!)

•  Flickr “Linguis'c Landscape” group: hNps://www.flickr.com/groups/linguis'clandscape/


Network for LL as pedagogical resource? –  Collabora've image collec'on, annota'on, discussion –  Lesson plan database –  Joint field trips, projects –  Telecollabora've partnerships w/ other language classes –  Cross-‐disciplinary partnerships w/ other departments, programs

•  Visual and performing arts, photography, sculpture (murals etc.) •  City and regional planning, involvement in language policy issues •  Immigrant and refugee support services •  Other areas of engaged scholarship, community-‐based learning

references •  Barni, M., & Bagna, C. (2009). A mapping technique and the linguis'c landscape. In Linguis'c landscape: Expanding the scenery (pp. 126–140). New York:

Routledge. •  Dagenais, D., Moore, D., Saba'er, C., Lamarre, P., & Armand, F. (2009). Linguis'c landscape and language awareness. In E. Shohamy & D. Gorter (Eds.),

Linguis'c landscape: Expanding the scenery (pp. 253–269). New York: Routledge. •  Garvin, R. T. (2010). Responses to the linguis'c landscape in Memphis, Tennessee: An urban space in transi'on. In E. Shohamy, E. Ben-‐Rafael, & M. Barni

(Eds.), Linguis'c landscape in the city (pp. 252–271). Bristol, UK: Mul'lingual MaNers. •  Cenoz, J., & Gorter, D. (2008). The linguis'c landscape as an addi'onal source of input in second language acquisi'on. IRAL -‐ Interna'onal Review of Applied

Linguis'cs in Language Teaching, 46(3), 267–287. •  Huebner, T. (2009). A framework for the linguis'c analysis of linguis'c landscapes. In E. Shohamy & D. Gorter (Eds.), Linguis'c landscape: Expanding the

scenery (pp. 70–87). New York: Routledge. •  Jaworski, A., & Thurlow, C. (Eds.). (2010). Semio'c landscapes: Language, image, space. London & New York: Con'nuum. •  JewiN, C., & Kress, G. R. (2003). Mul'modal literacy. New York: P. Lang. •  Landry, R., & Bourhis, R. Y. (1997). Linguis'c Landscape and Ethnolinguis'c Vitality. Journal of Language and Social Psychology, 16(1), 23–49. •  Malinowski, D. (2009). Authorship in the linguis'c landscape: A mul'modal-‐performa've view. In E. Shohamy & D. Gorter (Eds.), Linguis'c landscape:

Expanding the scenery (pp. 107–125). New York: Routledge. •  Malinowski, D. (2010). Showing seeing in the Korean linguis'c cityscape. In E. Shohamy, E. Ben-‐Rafael, & M. Barni (Eds.), Linguis'c landscape in the city (pp.

199–215). Bristol, UK: Mul'lingual MaNers. •  Mitchell, W. J. T. (1994). Landscape and power. Chicago: University of Chicago Press. •  MLA (Modern Language Associa'on; Ad Hoc CommiNee on Foreign Languages). (2007). Foreign languages and higher educa'on: New structures for a

changed world. New York: Modern Language Associa'on. Retrieved from hNp://www.mla.org/flreport •  New London Group. (1996). A pedagogy of mul'literacies: Designing social futures. Harvard Educa'onal Review, 66(1), 60–92. •  Rowland, L. (2012). The pedagogical benefits of a linguis'c landscape project in Japan. Interna'onal Journal of Bilingual Educa'on and Bilingualism, 1–12. •  Sayer, P. (2009). Using the Linguis'c Landscape as a Pedagogical Resource. ELT Journal. •  Shohamy, E., & Gorter, D. (Eds.). (2009). Linguis'c landscape: Expanding the scenery. New York: Routledge. •  Shohamy, E., & Waksman, S. (2009). Linguis'c landscape as an ecological arena: Modali'es, meanings, nego'a'ons, educa'on. In E. Shohamy & D. Gorter

(Eds.), Linguis'c landscape: Expanding the scenery (pp. 313–330). New York: Routledge. •  Spolsky, B. (2009). Prolegomena to a sociolinguis'c theory of public signage. In E. Shohamy & D. Gorter (Eds.), Linguis'c landscape: Expanding the scenery

(pp. 25–39). New York: Routledge. •  Stroud, C., & Mpendukana, S. (2009). Towards a material ethnography of linguis'c landscape: Mul'lingualism, mobility and space in a South African

township1. Journal of Sociolinguis'cs, 13(3), 363–386.

Thank you! 감사합니다

david malinowski "linguistic landscape: new contexts, competencies, and directions for the...

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