Linguistic Landscape as an Antidote to the Commodification of Study Abroad Language Programs: A Case Study in the Center of Madrid

Bruzos, Alberto

doi:10.1007/978-3-030-55761-4_12

Cited by 6 publications

(5 citation statements)

References 42 publications

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“…Mobile technologies, such as smartphones, tablets, watches, glasses, and other forms of wearable technology—combined with location services that allow a device to “know” where it is—make it possible to annotate real‐life objects with sound, text, images, and animations (as in viewing a painting in a museum and activating an audio narrative as well as superimposed visual markers or images of other paintings by the same artist for comparison). Mobile technologies can also be used to “rewild” approaches to language learning, integrating language use in and outside the classroom (Hellermann & Thorne, 2022; Thorne et al., 2021), or to explore linguistic landscapes (Bruzos, 2020; Malinowski et al., 2020) of multilingual communities at home or abroad. Preliminary studies (e.g., Dizon et al., 2022) suggest that intelligent personal assistants like Amazon Alexa, Apple Siri, Google Assistant, and Microsoft Cortana may also be useful, especially for learning vocabulary and pronunciation.…”

Section: Technology and Its Affordances And Limitations For Language ...mentioning

confidence: 99%

Twenty‐first century technologies and language education: Charting a path forward

Kern

2024

The Modern Language Journal

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The COVID-19 pandemic, necessitating remote instruction in the vast majority of educational institutions around the world, put technology squarely at the center of language learning and teaching. Virtually all teaching and learning was mediated by Zoom or similar videoconferencing platforms. Students could see one another's faces (rather than the backs of their peers' heads), but they could also completely hide themselves from view. They used the chat window as a communicative backchannel for both authorized and unauthorized comments. They engaged in small group work in breakout rooms that were truly out of earshot of the teacher. Interacting with native speakers online was almost as easy as holding a regular class, once a mutually convenient meeting time could be negotiated. Web content such as videos, songs, news reports, artwork, and historical documents could be seamlessly integrated into lessons without the need for data projectors. However, in many quarters, this technological mediation weakened students' feelings of belonging, of camaraderie, of esprit de corps. Many teachers (and students) believe that learning remotely was not nearly as effective as face-to-face instruction (Muscanell, 2023).We have now returned to those face-to-face classrooms, and students (at least at my institution) are overjoyed to be in co-present community with one another. But the world is not quite the same as it was prepandemic. The fact that we were able to teach students remotely with some degree of success raises new questions about how we manage instruction going forward. Should we, in an effort to increase lagging enrollments, modify our 5-day-a-week teaching schedule so that we have 3 days in person and 2 days of synchronous or asynchronous online instruction? In theory, this would reduce conflicts with other courses, especially multihour labs. Should we, in an effort to "flip" our classrooms, shift the bulk of presentation of new material to online work that students do at home and then come prepared to apply that material to interactive and reflective activities in the classroom? Should we, to support less commonly taught languages and to broaden our teaching impact more generally, negotiate interinstitutional agreements that would allow sharing of resources (e.g., adding remote students from other institutions to in-person classes)? Should we, to expand our students' opportunities to use the language they are studying, have them do virtual internships abroad (or in the United States), promoting not only their language and cultural knowledge but also their professional skill set? These and many other questions are raised by new technological possibilities that invite us to reflect on whatThis is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.

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Section: Technology and Its Affordances And Limitations For Language ...mentioning

confidence: 99%

Twenty‐first century technologies and language education: Charting a path forward

Kern

2024

The Modern Language Journal

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“…Incorporating specific activities and tasks into study abroad programs can help students reflect on and make sense of their intercultural learning and experiences in more intentional ways. For example, students can use frameworks such as Linguistic Landscape, which looks at the language of public signs, including road signs, advertising billboards, street and place names (e.g., Bruzos, 2020; Lomicka & Ducate, 2019; Pavlenko, 2017) or LESCANT, an acronym and framework that allows students to identify cultural differences and similarities in the following areas: Language, Environment, Social Organization, Context, Authority, Non‐Verbal, and Time (e.g., Ducate & Lomicka, 2017; Lomicka & Ducate, 2019) to intentionally explore cultures. As language and cultural learning are a social endeavor, the environment outside of the classroom can guide students to deepen their reflection and build community through technology.…”

Section: Introductionmentioning

confidence: 99%

SIFTR‐ing through the development of cultural awareness at home and abroad

Guerrero-Rodriguez

Anderson

Lord

2022

Foreign Language Annals

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“…Lantolf y Thorne (2006) realizan una revisión de los estudios sobre la cuestión de la metáfora en L2 que muestra que, incluso si los aprendientes son capaces de reconocer expresiones idiomáticas en L2, suelen evitarlas 49 o usarlas inadecuadamente de manera espontánea. Ambos concluyen que -hasta ese momento-no existe evidencia de que las metáforas conceptuales puedan aprenderse, estableciendo la posible causa a la ausencia de suficiente experiencia cualitativa y cuantitativa con los conceptos para poder interiorizarlos y usarlos de modo que medien su pensamiento y comunicación en la nueva lengua.…”

Section: Estudios De Producción Y Propuestas Pedagógicasunclassified

“…En relación con la diversidad de textos posibles, se promovió el aprovechamiento de las oportunidades de aprendizaje ofrecidas por el entorno de inmersión. Inspirada en los estudios sobre el paisaje lingüístico (Malinowski, 2015;Bruzos, 2020), esta intervención conjuga la búsqueda en el paisaje verbal, al igual que en el visual, apoyándose en la ubicuidad de la metáfora y en su dimensión expresiva multimodal. Por un lado, los alumnos reconocieron y recogieron muestras de expresión metafórica lingüística en escaparates, carteles o anuncios y, por otro, interpretaron expresión metafórica visual o la elaboraron a partir de elementos del entorno (en sus fotografías o en el TICM).…”

Section: Objetivo Pedagógicounclassified

“…In relation to the diversity of possible texts, the use of learning opportunities offered by the immersion environment was promoted. Inspired by studies on linguistic landscape (Malinowski, 2015;Bruzos, 2020), this intervention combines the search in the verbal as well as the visual landscape, relying on the ubiquity of metaphor and its multimodal expressive dimension. On the one hand, the students recognized and collected samples of linguistic metaphorical expressions in shop windows, posters or advertisements, and on the other hand, they interpreted visual metaphorical expressions or elaborated on it based on elements of the environment (in their photographs or in the TICM (research & metaphorical connections paper).…”

Section: Pedagogical Objectivementioning

confidence: 99%

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Consciencia metafórica y narración digital (digital storytelling) en español / L2

Peña

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La presente tesis tiene un doble objetivo: documentar (1) el desarrollo de la consciencia metafórica creativa y (2) la implementación de un curso de escritura creativa centrado en la narración digital (digital storytelling) (Lambert, 2018) para fomentar el aprendizaje de español L2. Para llevar a cabo este cometido, se diseña e implementa una intervención que parte del enfoque cognitivo de la teoría de la metáfora conceptual (Lakoff & Johnson, 1980) y de una visión ecológica del aprendizaje y la investigación (van Lier, 2004). La propuesta didáctica, inspirada en la enseñanza basada en conceptos (Negueruela, 2003) y en la pedagogía de las multiliteracidades (Cope & Kalantzis, 2015), combina actividades de representación conceptual con la observación de expresión metafórica en distintos textos y géneros, así como en el paisaje lingüístico. El entorno de inmersión se aprovecha asimismo para que los estudiantes ideen conexiones metafóricas personales y las plasmen en un proyecto de narración digital multimodal. De todos los participantes y datos recogidos, esta investigación selecciona dos casos de estudio prototípicos y analiza longitudinal y cualitativamente sus cuestionarios, diarios, narraciones digitales y entrevistas. Se triangulan tres tipos de datos conceptuales relativos a las definiciones, representaciones y la expresión metafórica en las producciones. A dicha triangulación se añaden el cruce de los dos casos de estudio y la revisión de los participantes. Los resultados de ambos estudiantes muestran una ampliación del concepto de metáfora y mayor agentividad en el empleo de expresión metafórica creativa en español/L2.

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Linguistic Landscape as an Antidote to the Commodification of Study Abroad Language Programs: A Case Study in the Center of Madrid

Cited by 6 publications

References 42 publications

Twenty‐first century technologies and language education: Charting a path forward

Twenty‐first century technologies and language education: Charting a path forward

SIFTR‐ing through the development of cultural awareness at home and abroad

Consciencia metafórica y narración digital (digital storytelling) en español / L2

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