The material environment of formal education (i.e., Johnson's (1980: 173) findings concerning "the symbolic integration of local schools and national culture", while the private schools seemed to construct schoolscapes which foreground students' agency, and attract a special target group of parents.
Much Linguistic Landscape scholarship relies on visual data collection, primarily the use of still photography; however, the field has yet to address the theoretical underpinning of such visual and spatial representation. Furthermore, digital video is currently as easy to capture and share as digital photographs were when Linguistic Landscape studies first became prominent in the early 2000s. With these two points in mind, this article first grounds the documentation and analysis of the Linguistic Landscape in a theory of visual representation; it then provides a framework for videographic methodologies drawing on recent work in the related fields of anthropology and cultural geography. An example study utilizing non-participatory videography is summarized in which digital video recordings were used to capture and convey the Linguistic Landscape.
Previous studies of educational translanguaging have described it as an instructional and inclusive practice supporting the active classroom participation of students from diverse linguistic backgrounds. This chapter demonstrates how in monolingually-oriented educational contexts, translanguaging can also constitute a form of subversive language play targeting the local monolingual norm. The data are video-recorded lessons from secondary-level CLIL (Content-and-Language-Integrated-Learning) classrooms in Finland. In CLIL classrooms L2 is often upheld as a normatively assigned medium of interaction, particularly in whole-class talk, and students use their shared L1 in peer interaction. This chapter offers a case study investigating how one student's translanguaging, which takes place as a reaction to the teacher's enforcement of the L2-only norm, is treated as a 'language mix' by other participants in the classroom. Drawing on conversation analytic (CA) methodology, we describe the sequential unfolding and the normative context of the focal student's translanguaging, as well as practices of categorisation with which other students respond to him. We suggest that these kinds of situations can help to empirically tease apart some differences between translanguaging and code-switching. Further, we argue that the 'meaning' of translanguaging to participants cannot be established without considering its relation to locally upheld norms around language choice, which in the present case are employed as resources for the construction of language play and subversive identities.
In ethnographically oriented linguistic landscape studies, social spaces are studied in co-operation with research participants, many times through mobile encounters such as walking. Talking, walking, photographing and video recording as well as writing the fieldwork diary are activities that result in the accumulation of heterogeneous, multimodal corpora. We analyze data from a Hungarian school ethnography project to reconstruct fieldwork encounters and analyze embodiment, the handling of devices (e.g. the photo camera) and verbal interaction in exploratory, participant-led walking tours. Our analysis shows that situated practices of embodied conduct and verbal interaction blur the boundaries between observation and observers, and thus LL research is not only about space- and place-making and sense-making routines, but the fieldwork encounters are also transformative and contribute to space- and place-making themselves. Our findings provide insight for ethnographic researchers and enrich the already robust qualitative and quantitative strategies employed in the field.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.