Abstract
What is it? The Linguistic Landscape (LL) is a relatively new field which draws from several disciplines such as applied linguistics, sociolinguistics, anthropology, sociology, psychology, and cultural geography. According to Landry and Bourhis (1997), “the language of public road signs, advertising billboards, street names, place names, commercial shop signs, and public signs on government buildings combines to form the linguistic landscape of a given territory, region, or urban agglomeration” (p. 25). More recently, the type of signs that can be found in the public space has broadened to include the language on T-shirts, stamp machines, football banners, postcards, menus, products, tattoos, and graffiti. Despite this wider variety of signs, Landry and Bourhis’s (1997) definition still captures the essence of the LL, which is multimodal (signs combine visual, written, and sometimes audible data) and can also incorporate the use of multiple languages (multilingual).
Highlights
The Linguistic Landscape (LL) is a relatively new field which draws from several disciplines such as applied linguistics, sociolinguistics, anthropology, sociology, psychology, and cultural geography
The type of signs that can be found in the public space has broadened to include the language on T-shirts, stamp machines, football banners, postcards, menus, products, tattoos, and graffiti
The LL signals what languages are prominent and valued in public and private spaces, and can reveal the social position of people who identify with particular languages (Dagenais et al, 2009, p. 254)
Summary
The Linguistic Landscape (LL) is a relatively new field which draws from several disciplines such as applied linguistics, sociolinguistics, anthropology, sociology, psychology, and cultural geography. The type of signs that can be found in the public space has broadened to include the language on T-shirts, stamp machines, football banners, postcards, menus, products, tattoos, and graffiti Despite this wider variety of signs, Landry and Bourhis’s (1997) definition still captures the. Incorporating critical explorations of the LL into the foreign language classroom can have important benefits for students’ linguistic, pragmatic, intercultural, multimodal, multi-literate, critical, and reflective competences For this reason, a well-suited approach to underpin these explorations is a multiliteracies pedagogy (The New London Group, 1996), which requires, in line with Kozdras, Joseph, and Kozdras (2015), the consideration of visual, aural, gestural, spatial, and tactile modalities as important in a digital world that includes multiple modes of communication in a globalised world. Students work in small groups (pairs and trios) carrying out tasks jointly
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