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27 - Linguistic Landscapes in School

from Part Six - Multilingual Children’s Landscape

Published online by Cambridge University Press:  18 August 2022

By
Eva Vetter
Edited by
Anat Stavans  and
Ulrike Jessner
Anat Stavans
Affiliation:
Beit Berl College, Israel
Ulrike Jessner
Affiliation:
Leopold-Franzens-Universität Innsbruck, Austria
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Summary

The linguistic landscape (LL) is powerful for young children. They react react to the LL and benefit from (attractive) signs for early literacy or language learning. They create signs and bring their out-of-(pre-)school experiences into the educational space. Finally, they actively engage with the LL and discover the symbolic function of signage and ideologies of language and language use. This chapter on LL in school starts with an overview of the development of linguistic landscape research in general. This is followed by a presentation of studies on landscapes inside and outside schools and on pedagogical and didactic activities that draw on the potentialities of signage. With this, the chapter showcases major results of linguistic landscape research in the field of early schooling and draws on a variety of theoretical and methodological groundings of this research.

Keywords

(critical) language awarenessearly literacymultimodalitypower asymmetryschoolscape
Type
Chapter
Information
The Cambridge Handbook of Childhood Multilingualism , pp. 623 - 648
Publisher: Cambridge University Press
Print publication year: 2022

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