David Malinowski "Linguistic Landscape: New Contexts, Competencies, and Directions for the Language Classroom"

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

david.malinowski@yale.edu

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

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)

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)

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

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

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

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).

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

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)

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

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.

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

consequence

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

LL
contexts,
issues,
ques'ons:
The

LL6
workshop,
Cape
Town
(April
9-‐11,
2014)

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

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

Christopher
Stroud
and
Zannie
Bock
(University
of
the
Western
Cape),

“Zombi
landscapes:
Representa'ons
of
apartheid
in
the
discourses

of
young
South
Africans”

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

Tedros
Weldemichael
(University
of
the
Western
Cape),

"Signs
of
hope
in
the
linguis'c
landscape
of
Asmara"

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

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”

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

Guy
Puzey
(University
of
Edinburgh),

“Exploring
linguis'c
(in)tolerance
through
the

linguis'c
landscapes
of
Norway
and
Scotland"

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

Jabulani
Donga
(North
West
University),

“The
1369
lights
from
monopolated
light
and
power:

Migrant-‐semio'cs
from
Gauteng”

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

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)

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

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

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

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

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

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

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

cri'ques

2.
Some
standards
and
competencies
for

LL
in
the
language
classroom

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

beginning
literacy
and
vocabulary

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

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)

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

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

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

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”)

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

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)

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

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)

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

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

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

3.
Examples
of
linguis'c
landscape
in
teaching
contexts

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)

3.
Examples
of
linguis'c
landscape
in
teaching
contexts

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.

3.
Examples
of
linguis'c
landscape
in
teaching
contexts

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

3.
Examples
of
linguis'c
landscape
in
teaching
contexts

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).

3.
Examples
of
linguis'c
landscape
in
teaching
contexts

my
classroom
experience
(I)

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

3.
Examples
of
linguis'c
landscape
in
teaching
contexts

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

3.
Examples
of
linguis'c
landscape
in
teaching
contexts

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

3.
Examples
of
linguis'c
landscape
in
teaching
contexts

my
classroom
experience
(II)

3.
Examples
of
linguis'c
landscape
in
teaching
contexts

EALANG
39:
Reading
the
Mul'lingual
City

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

areas
for
collabora'on

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/

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

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:
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social
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66(1),
60–92.

•  Rowland,
L.
(2012).
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pedagogical
beneﬁts
of
a
linguis'c
landscape
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in
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Interna'onal
Journal
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and
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•  Sayer,
P.
(2009).
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the
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Landscape
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a
Pedagogical
Resource.
ELT
Journal.

•  Shohamy,
E.,
&
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D.
(Eds.).
(2009).
Linguis'c
landscape:
Expanding
the
scenery.
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York:
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•  Shohamy,
E.,
&
Waksman,
S.
(2009).
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landscape
as
an
ecological
arena:
Modali'es,
meanings,
nego'a'ons,
educa'on.
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&
D.
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York:
Routledge.

•  Spolsky,
B.
(2009).
Prolegomena
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a
sociolinguis'c
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of
public
signage.
In
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Shohamy
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Gorter
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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
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space
in
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South
African

township1.
Journal
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13(3),
363–386.

Thank
you!

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David Malinowski "Linguistic Landscape: New Contexts, Competencies, and Directions for the Language Classroom"

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