Abstract
ABSTRACT Linguistic landscape (LL) projects, an experiential learning approach, enhance students’ intercultural communication (IC) skills by exposing them to linguistic and cultural diversity in their communities (Li et al., 2022. Developing beginning language learners’ (meta-) cultural understanding via student-led Linguistic Landscape research. Linguistic Landscape. An International Journal, 8(1), 56–84. doi:10.1075/ll.20022.li). While there is extensive research on the use of LL as a pedagogical tool (e.g. Gorter et al., 2021. The linguistic landscape as a resource for language learning and raising language awareness. Journal of Spanish Language Teaching, 8(2), 161–181. doi:10.1080/23247797.2021.2014029), few studies focus on the practical implementation of these projects in varied classroom contexts, including students’ reflections on these assessments. Thus, this study examines the experiences of two student cohorts (2021: n = 27; 2022: n = 13) who completed an LL group project for an IC class in Japan. Students selected LL spaces, documented them through reports and podcasts, and reflected on their IC experiences. A qualitative analysis revealed their success in identifying relevant LLs (e.g. transport hubs). Furthermore, the analysis also revealed two key findings: students gained new perspectives on familiar sites, uncovering hidden linguistic diversity, and developed greater awareness of cultural changes in their communities. These outcomes underscore their reflective engagement and the advancement of IC skills, particularly in cultural awareness. Overall, this study demonstrates how LL projects offer firsthand IC experiences, allowing students to apply their skills through authentic fieldwork and evaluate their effectiveness in IC classrooms.
Published Version
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