The changing schoolscape in a Szekler village in Romania: signs of diversity in rehungarization

Laihonen, Petteri; Tódor, Erika Mária

doi:10.1080/13670050.2015.1051943

Cited by 32 publications

(15 citation statements)

References 17 publications

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“…Schoolscapes have been analysed in various ways (see e.g. Dressler, 2015;Laihonen & Tódor, 2017), applying and developing further the methods of the broader field of linguistic landscape research. This study focuses on a specific and essential part of the linguistic landscape of schools, namely textbooks.…”

Section: The Textbook As a Linguistic Landscapementioning

confidence: 99%

Linguistic landscape of Finnish school textbooks

Suuriniemi

Satokangas

2021

International Journal of Multilingualism

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This article focuses on the visibility and position of different languages in semiotic space, namely the linguistic landscape provided by textbooks. The aim is to determine to what extent the linguistic landscape of textbooks supports the multilingual emphasis of the Finnish national core curriculum and the multilingualism of Finnish classrooms. The data include 34 textbooks on five of the mandatory subjects and covers the different grades of comprehensive schools in Finland. The presence of different languages was mapped quantitatively by coding all languages that were mentioned or made visible in the textbooks. Further, a qualitative analysis of the most representative parts of the data was carried out. The results of this study show that different contexts and categories are constructed for different languages. Moreover, multilingualism is marginalised and monolingual practices appear as the norm. As a conclusion, this study reveals that the paradigm shift to multilingual approaches and practices in textbooks is under construction, and much is left to be done.

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Section: The Textbook As a Linguistic Landscapementioning

confidence: 99%

Linguistic landscape of Finnish school textbooks

Suuriniemi

Satokangas

2021

International Journal of Multilingualism

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“…Szabó (2015) investigates the schoolscapes of four schools in the city of Budapest, analyzing both the material environment and the metadiscourse through which such spaces are interpreted and regulated. Laihonen and Tódor (2017) explore the connections between a linguistic landscape and language ideologies in an elementary school in a village within the Hungarian region of Szeklerland in Romania. They analyze the school landscape "as a display or materialization of the 'hidden curriculum' regarding the construction of linguistic and cultural identities."…”

Section: Schoolscapes and Language Ideologiesmentioning

confidence: 99%

Palestinian schoolscapes in Israel

Amara

2018

Asian. J. Second. Foreign. Lang. Educ.

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The linguistic repertoire of Palestinian citizens in Israel is complex and diverse. Arabic is the language of personal, cultural, and national identity. Hebrew is important for social mobility, higher education, and shared citizenship. English, as a global language, is a window to the wider world (Amara, Policy and teaching English to Palestinian students in Israel: An ecological perspective to language education policies, 2014). As to language education, Arabic is the language of instruction in Palestinian schools. Hebrew is studied as a second language by all the Palestinian students from the second grade on, or even earlier. English is studied as a foreign language from the third grade on, and in many schools even earlier (Amara, Policy and teaching English to Palestinian students in Israel: An ecological perspective to language education policies, 2014; Hebraization in the Palestinian language landscape in Israel, 2015). This study investigates the reflection of the three languages studied in the Palestinian schoolscapes. More specifically, the schoolscapes in six Palestinian high schools located in three towns in the Little Triangle in Israel are studied. The distribution of the languages in the schoolscapes was examined by exploring the functions of signs, distinguishing between informative and symbolic content, and determining the authorship of signs (topdown vs. bottom-up). Altogether 1216 photographs of signs were taken and analyzed. In addition, the 'tourist guide technique', developed by Szabó (Journal of Applied Language Studies 9:23-51 2015), was used. The findings reveal that Arabic, Hebrew, and English are used in the schoolscapes of the Palestinian schools in Israel. Arabic is the most ubiquitous language, and Hebrew is also present. While there is evidence of English, its use lags far behind that of the two other languages. The schoolscapes are largely monolingual (mainly Arabic) or bilingual (Arabic-Hebrew). Trilingual signs almost do not exist. Though Palestinian students are trilingual since they learn three languages at school, multilingualism is not truly reflected in their schoolscapes.

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“…Secondly, Brown [20], [21] approaches schoolscapes from an anthropological and ethnographic perspective, combining interviews and observation. Thirdly, Dressler [22], Hanauer [23], Laihonen and Tódor [24], Linkola [25] and Szabó [26] combine digital photography, field notes, interviews, questionnaires and group discussions.…”

Section: Introductionmentioning

confidence: 99%

Beliefs of EFL Learners towards Pedagogical Values of Linguistic Landscape in China: A Case Study Carried Out in Three Schools

Zhang

2019

JESBS

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Numerous research in linguistic landscape (LL) have shown that the languages exhibited on signage in city space can offer an abundant resource enabling language learning in "real-life" situations. However, there are rare studies investigate the pedagogical value from the perspective of the learners. Taking English as a Foreign Language (EFL) learners in China as research subjects, a qualitative and quantitative combined method was adopted in this study to survey three groups of students' beliefs about the pedagogical value of LL (classified as senior high school students, undergraduate students, and postgraduate students). The findings show that almost students hold a positive attitude toward English in LL, but with the different knowledge base, learning methods and ideology of "standard" English usage, the learners show different perceptions towards the specific issues on to what extent the English in LL can help them to learn English.

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The changing schoolscape in a Szekler village in Romania: signs of diversity in rehungarization

Cited by 32 publications

References 17 publications

Linguistic landscape of Finnish school textbooks

Linguistic landscape of Finnish school textbooks

Palestinian schoolscapes in Israel

Beliefs of EFL Learners towards Pedagogical Values of Linguistic Landscape in China: A Case Study Carried Out in Three Schools

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