Multilingual Linguistic Landscapes of New York City as a Pedagogical Tool in a Psychology Classroom

Abstract

AbstractThe chapter describes the utilization of Linguistic Landscapes (LL) as a pedagogical tool in an undergraduate research methods course in psychology and demonstrates how studying urban multilingualism can be harnessed in the service of five comprehensive learning goals of the American Psychological Association Guidelines for the Undergraduate Psychology Major (American Psychological Association, APA guidelines for the undergraduate psychology major. Retrieved from http://www.apa.org/ed/precollege/about/undergraduate-major.aspx, 2013). Fourteen students in their second year of college took a seminar titled Science and Technology in New York City with the theme of urban multilingualism, where they investigated how and why languages other than English are used in public signage in ethnic neighborhoods of New York City. Students were assigned to five groups; three groups had members with prior exposure to a second language (Spanish, Russian, Hebrew) to conduct the project, whereas the other two groups recruited bilingual friends to assist them (Greek, Chinese). The groups visited five ethnic neighborhoods in New York City and took photographs of 267 bilingual public signs. They collected responses to a small-scale survey (6–10 questions) or interviewed local bilingual residents. Students categorized signs, analyzed survey and interview responses, contributed to a class poster, and wrote a group research report in APA-format and an individual reflections essay. This course is an example of how LL can be used to promote an international perspective on psychology by exploring immigration and cultural diversity.