TY - CHAP
T1 - Developing critical sociolinguistic awareness through linguistic landscapes in a mixed classroom
T2 - The case of spanish in texas
AU - Elola, Idoia
AU - Prada, Josh
N1 - Publisher Copyright:
© 2020, Springer Nature Switzerland AG.
PY - 2020
Y1 - 2020
N2 - Mainstream educational systems often replicate and perpetuate socio-political views, and therefore, it is not surprising that the social and cultural value of minority languages is often disregarded and overlooked. Aiming at developing tools to enhance students’ critical awareness toward the value of these languages and the communities that use them, this chapter operationalizes linguistic landscapes (hereafter LLs) as a pedagogical tool in an advanced Spanish course among a mixed group of students (i.e., a combination of Spanish as a second language and heritage language learners). With a sharp focus on US Spanish and adopting an applied (socio)linguistic approach, we report on the effects of implementing a didactic unit evolving around the notion of LLs at the college level. The unit consisted of teacher-led lectures, readings, homework assignments, students’ analyses and reflections of an adapted version of an original LL dataset, and an ethnographic project. Qualitative data were obtained through questionnaires, written reflections, and the final project. The results reveal that LL-based pedagogies may provide students with a toolkit to enhance their sociolinguistic awareness, develop a critical perspective on local/community languages in their area, and how these languages co-exist alongside official/majority languages.
AB - Mainstream educational systems often replicate and perpetuate socio-political views, and therefore, it is not surprising that the social and cultural value of minority languages is often disregarded and overlooked. Aiming at developing tools to enhance students’ critical awareness toward the value of these languages and the communities that use them, this chapter operationalizes linguistic landscapes (hereafter LLs) as a pedagogical tool in an advanced Spanish course among a mixed group of students (i.e., a combination of Spanish as a second language and heritage language learners). With a sharp focus on US Spanish and adopting an applied (socio)linguistic approach, we report on the effects of implementing a didactic unit evolving around the notion of LLs at the college level. The unit consisted of teacher-led lectures, readings, homework assignments, students’ analyses and reflections of an adapted version of an original LL dataset, and an ethnographic project. Qualitative data were obtained through questionnaires, written reflections, and the final project. The results reveal that LL-based pedagogies may provide students with a toolkit to enhance their sociolinguistic awareness, develop a critical perspective on local/community languages in their area, and how these languages co-exist alongside official/majority languages.
KW - Bilingualism
KW - Critical perspectives
KW - Linguistic landscapes-based pedagogies
KW - Sociolinguistic awareness
KW - Spanish as a foreign and heritage language
KW - Translanguaging
UR - http://www.scopus.com/inward/record.url?scp=85101152391&partnerID=8YFLogxK
U2 - 10.1007/978-3-030-55761-4_11
DO - 10.1007/978-3-030-55761-4_11
M3 - Chapter
AN - SCOPUS:85101152391
T3 - Educational Linguistics
SP - 223
EP - 250
BT - Educational Linguistics
PB - Springer Science and Business Media B.V.
ER -