Schlagworte
, foreign language learning
systematic review
semi-systematic review
Zitationsvorschlag
Abstract
The aim of this paper is to provide a review of articles reporting on research related to the linguistic landscape as applied to foreign language education, with a focus on the conceptualisation of the linguistic landscape, main themes, and research methods and distribution across years, languages taught and countries of research. The search for relevant articles published between 2003–2023 was conducted in databases: Web of Science, ERIC, MLA, and Scopus. The search yielded a total sample of 20 articles. The presentation of the main results of the review is followed by suggestions of topics for further research and reviews of a broader scope.
Literaturhinweise
Araújo e Sá M.H. et al. (2023), The co-construction of the concept “Linguistic Landscape” by language educators in an online course, (in:) Melo-Pfeifer S. (ed.), Linguistic landscapes in language and teacher education. Springer, pp. 223–239. DOI: https://doi.org/10.1007/978-3-031-22867-4_12
Badstűbner-Kizik C., Janíková V. (eds.) (2018), Linguistic landscape und Fremdsprachendidaktik. Berlin: Peter Lang. DOI: https://doi.org/10.3726/b15201
Braun V., Clarke V. (2006), Using thematic analysis in psychology. “Qualitative Research in Psychology”, No 3(2), pp. 77–101. DOI: https://doi.org/10.1191/1478088706qp063oa
Brinkman L.M., Duarte J., Melo-Pfeifer S. (2022), Promoting plurilingualism through linguistic landscapes: A multi-method and multisite study in Germany and the Netherlands. “TESL CANADA”, No 38(2), pp. 88–112.
Cenoz J., Gorter D. (2008), The linguistic landscape as an additional source of input in second language acquisition. “IRAL”, No 46(3), pp. 267–287. DOI: https://doi.org/10.1515/IRAL.2008.012
Crystal D. (1997). English as a Global Language. Cambridge: Cambridge University Press.
Dagenais D., Moore D., Sabatier C., Lamarre P., Armand F. (2009), Linguistic landscape and language awareness, (in:) Shohamy E., Gorter D. (eds.), Linguistic landscape. Expanding the scenery. New York: Routledge, pp. 253–269.
Dakowska M. (2001). Psycholingwistyczne podstawy nauki języków obcych. [Psycholinguistic basis of language learning]. Warszawa: PWN.
Donmall B. G. (ed.) (1985). Language awareness: NCLE reports and papers, 6. London: CILT.
Dubreil S., Malinowski D., Maxim H.H. (eds.) (2023), Spatializing Language Studies: Pedagogical Approaches in the Linguistic Landscape. USA: Springer. DOI: https://doi.org/10.1007/978-3-031-39578-9
Karafylli M., Maligkoudi Ch. (2023), Educators perspectives on translanguaging, schoolscape and language education for refugee students in Greek educational settings. “Education Inquiry”, No 14(3), pp. 306–335. DOI: https://doi.org/10.1080/20004508.2021.2019374
Kim S. (2017), Linguistic Landscape in pre-service teacher education: Potentials and considerations. “Multimedia-Assisted Language Learning”, No 20(4), pp. 66–98.
Kuby P., Altridge J. (2004), The impact of environmental print instruction on early reading ability. “Journal of Instructional Psychology”, No 31(2), pp. 106–114.
Kuby P., Goodstadt-Killoran I., Altridge J., Kirkland L. (1999), A review of research on environmental print. “Journal of Instructional Psychology”, No 26(3), pp. 173–183.
Landry R., Bourhis R. Y. (1997), Linguistic landscape and ethnolinguistic vitality: An empirical study. “Journal of Language and Social Psychology”, No 16(1), pp. 23–49. DOI: https://doi.org/10.1177/0261927X970161002
Lefebvre H. (1991), The Production of Space. Oxford: Basil Blackwell.
Lier van L. (1995), Introducing Language Awareness. London: Penguin.
Malinowski D. (2015), Opening spaces of learning in the linguistic landscape. “Linguistic Landscape. An International Journal”, No 1(1–2), pp. 95–113. DOI: https://doi.org/10.1075/ll.1.1-2.06mal
Malinowski D. (2016), Localizing the transdisciplinary in practice: A teaching account of a prototype undergraduate seminar on linguistic landscape. “L2 Journal”, No 8(4), pp. 100–117. DOI: https://doi.org/10.5070/L28430422
Malinowski D., Maxim H.H., Dubreil S. (eds.) (2020), Language teaching in the linguistic landscape. Mobilizing pedagogy in public space. Springer. DOI: https://doi.org/10.1007/978-3-030-55761-4
Melo-Pfeifer S. (ed.) (2023), Linguistic landscapes in language and teacher education. Springer. DOI: https://doi.org/10.1007/978-3-031-22867-4
Moher D., Liberati A., Tetzlaff J., Altman D.G., PRISMA Group. (2009), Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. “PLoS Med”, No 6(7): e1000097. Online: https://journals.plos.org/plosmedicine/article?id=10.1371/journal.pmed.1000097 [Accessed 30.10.2023]. DOI: https://doi.org/10.1371/journal.pmed.1000097
Niedt G., Seals C.A. (2021), Linguistic Landscapes beyond the language classroom. London: Bloomsbury. DOI: https://doi.org/10.5040/9781350125391
Pűtz M., Mundt, N. (2019), Expanding the Linguistic Landscape: Linguistic Diversity, Multimodality and the Use of Space as a Semiotic Resource. Multilingual Matters. DOI: https://doi.org/10.21832/9781788922166
Reh M. (2004), Multilingual writing: a reader-oriented typology- with examples from Lira Municipality (Uganda). “International Journal of the Sociology of Language”, No 170, pp. 1–41. DOI: https://doi.org/10.1515/ijsl.2004.2004.170.1
Sayer P. (2010), Using the linguistic landscape as pedagogical resource. “ELT Journal”, No 64(2), pp. 143–154. DOI: https://doi.org/10.1093/elt/ccp051
Schmidt R. (1994), Implicit learning and the cognitive unconscious: Of artificial grammars and SLA, (in:) Ellis N. (ed.), Implicit and explicit learning of languages. London: Academic Press, pp. 165–209.
Shohamy E., Gorter D. (2009), Linguistic landscape: Expanding the scenery. Routledge. DOI: https://doi.org/10.4324/9780203930960
Silva da A.M. (2023), Linguistic Landscape Projects as English Teaching and Learning Resources: A Review. “Scope: Journal of English Language Teaching”, 7(2), pp. 143–149. DOI: https://doi.org/10.30998/scope.v7i2.15970
Smuk M. (2023), Badania jakościowe w glottodydaktyce. Analiza ilościowa badań prezentowanych na łamach „Neofilologa” (2012–2021), “Neofilolog”, No 91(1), pp. 9–30. DOI: https://doi.org/10.14746/n.2023.61.1.2
Snyder H. (2019), Literature review as a research methodology: An overview and guidelines. “Journal of Business Research”, No 104, pp. 333–339. DOI: https://doi.org/10.1016/j.jbusres.2019.07.039
Svalberg A. (2007), Language awareness and language learning. “Language Teaching”, No 40(4), pp.287–308. DOI: https://doi.org/10.1017/S0261444807004491
Taguchi N. (2011), Teaching Pragmatics. “Annual Review of Applied Linguistics”, No 31, pp. 289–310. DOI: https://doi.org/10.1017/S0267190511000018
Warf B., Arias S. (2009), The spatial turn. Interdisciplinary perspectives. Routledge. DOI: https://doi.org/10.4324/9780203891308
Wiśniewska D. (2018). Reading signs in the Linguistic Landscape, (in:) Badstűbner-Kizik C., Janíková V. (eds.), Linguistic landscape und Fremdsprachendidaktik. Berlin: Peter Lang, pp. 115–136.
Wong G. et al. (2013), RAMESES publication standards: meta-narrative reviews. “BMC Medicine”, No 11, p. 20. DOI: https://doi.org/10.1186/1741-7015-11-20
Appendix 1. Articles reviewed
Algryani A. (2022), The use of Linguistic Landscape as a training resource for developing students’ translation competence. “World Journal of English Language”, No 12(6), pp. 274–285. DOI: https://doi.org/10.5430/wjel.v12n6p274
Algryani A, Syahrin S. (2021), Utilizing learners’ Linguistic Landscape as a pedagogical resource in the translation classroom: A case study in the Sultanate of Oman. “Arab World English Journal”, No 12(1), pp. 357–373. DOI: https://doi.org/10.24093/awej/vol12no1.24
Albury N.J. (2021), Linguistic Landscape and metalinguistic talk about societal multilingualism. “International Journal of Bilingual Education and Bilingualism”, No 24(2), pp. 207–223. DOI: https://doi.org/10.1080/13670050.2018.1452894
Brinkman L.M., Duarte J., Melo-Pfeifer S. (2022), Promoting plurilingualism through Linguistic Landscape: A multi-method and multisite study in Germany and Netherlands. “TESL CANADA”, No 38(2), pp. 88–112. DOI: https://doi.org/10.18806/tesl.v38i2.1358
Chestnut M., Lee V., Schulte J. (2013), The language lessons around us: Undergraduate English pedagogy and linguistic landscape research. “English Teaching: Practice and Critique”, No 12(2), pp. 102–120.
Dumanig F.P., David M.K. (2019), Linguistic Landscape as a pedagogical tool in teaching and learning English in Oman. “Modern Journal of Studies in English Language and Literature”, No 1(1), pp.1–13. DOI: https://doi.org/10.56498/11201988
Hancock A. (2022), Chinese students’ engagement with linguistic landscapes during a summer school in Scotland. “International Journal of Bilingual Education and Bilingualism”, No 25(10), pp. 3568–3579. DOI: https://doi.org/10.1080/13670050.2022.2066970
Li Y., Hakyoon L., Choi B. (2021), Developing beginning language learners’ (meta-)cultural understanding via student-led Linguistic Landscape research. “Linguistic Landscape”, No 8(1), pp. 56–84. DOI: https://doi.org/10.1075/ll.20022.li
Kim S. (2017), Linguistic Landscape in pre-service teacher education: Potentials and considerations. “Multimedia-Assisted Language Learning”, No 20(4), pp. 66–98.
Lomicka L., Ducate L. (2021), Using technology, reflection, and noticing to promote intercultural learning during short-term study abroad. “Computer Assisted language Learning”, No 34(1–2), pp. 35–65. DOI: https://doi.org/10.1080/09588221.2019.1640746
Qi W., Zhang H., Sorokina N. (2020), Linguistic Landscapes for Korean learning: A survey of perception, attitude, and practice of Korean Beginners at a Korean university. “Journal of Language Teaching and Research”, No 11(6), pp. 956–961. DOI: https://doi.org/10.17507/jltr.1106.12
Roos J., Nicholas H. (2019), Using young learners’ language environments for EFL learning. “AILA Review”, No 32, pp. 91–111. DOI: https://doi.org/10.1075/aila.00022.roo
Rowland L. (2013), The pedagogical benefits of a linguistic landscape project in Japan. “International Journal of Bilingual Education and Bilingualism”, No 16(4), pp. 494–505. DOI: https://doi.org/10.1080/13670050.2012.708319
Scarvaglieri C. (2017), Educational Landscaping: a method for raising awareness about language and communication. “Language Awareness”, No 26(4), pp. 325–342. DOI: https://doi.org/10.1080/09658416.2017.1411358
Solmaz O. (2023), Linguistic landscapes tasks in Global Englishes teacher education. “ELT Journal”, No 77(4), pp. 416–425. DOI: https://doi.org/10.1093/elt/ccad027
Shang G., Xie F. (2019), Is “poor” English in linguistic landscape useful for EFL teaching and learning? Perspectives of EFL teachers in China. “International Journal of Applied Linguistics”, No 30(2), pp. 35–49. DOI: https://doi.org/10.1111/ijal.12258
Solikhah I., Budiharso T. (2022), Linguistic landscape to improve quality of language learning and its relationship with blended learning, learning motivation and teacher competence. “EJAL”, No 8(3), pp. 55–69.
Tjandra Ch. (2019), Supporting newcomer children’s language awareness, incidental language learning, and identity negotiation through the multilingual linguistic landscape: an exploratory case study. “The Canadian Modern language Review”, No 77(1), pp. 1–22. DOI: https://doi.org/10.3138/cmlr-2019-0060
Wangdi J., Savski K. (2022), Linguistic landscape, critical language awareness and critical thinking: promoting learner agency in discourses about language. “Language Awareness”, No 32(3), pp. 443–464. DOI: https://doi.org/10.1080/09658416.2022.2115052
Ying Z. (2019), Beliefs of EFL Learners towards pedagogical values of linguistic landscape in China: a case study carried out in three schools. “Journal of Education, Society and Behavioural Science”, No 31(3), pp. 1–11. DOI: https://doi.org/10.9734/jesbs/2019/v31i330152
Lizenz
Copyright (c) 2024 Danuta Wiśniewska
Dieses Werk steht unter der Lizenz Creative Commons Namensnennung - Keine Bearbeitungen 4.0 International.
Autoren:
Die Autoren der zur Veröffentlichung in der Zeitschrift Neofilolog angenommenen Texte sind verpflichtet, den Vertrag über die Erteilung einer kostenlosen Lizenz für die Werke mit der Verpflichtung zur Erteilung einer Sublizenz CC auszufüllen, zu unterzeichnen und an die Adresse der Redaktion zurückzusenden.
Gemäß Vertrag erteilen die Autoren auf die in der Zeitschrift Neofilolog veröffentlichten Texte der Adam-Mickiewicz-Universität in Poznań eine nicht exklusive und kostenlose Lizenz und erlauben die Verwendung der Sublizenz Creative Commons Attribution-NoDerivatives 4.0 International (CC BY-ND 4.0).
Die Autoren behalten das Recht zur weiteren freien Verfügung über das Werk.
Benutzer:
Interessierte Onlinebenutzer dürfen die seit 2017 veröffentlichten Werke unter folgenden Bedingungen nutzen:
- Anerkennung der Urheberschaft - die Verpflichtung, zusammen mit dem verbreiteten Werk Informationen über die Urheberschaft, den Titel, die Quelle (Links zum Originalwerk, DOI) und die Lizenz selbst bereitzustellen;
- ohne Schaffung abgeleiteter Werke - das Werk muss in seiner ursprünglichen Form erhalten bleiben, ohne Zustimmung des Autors dürfen keine Studien, beispielsweise Übersetzungen, verbreitet werden.
Die Urheberrechte aller veröffentlichen Texte sind vorbehalten.
Sonstige:
Die Adam-Mickiewicz-Universität in Poznań behält das Recht auf die Zeitschrift als Gesamtheit (Layout, Grafik, Titel, Umschlagsprojekt, Logo usw.).