• Libraries
    • Log in to:
    View Item 
    •   MSpace Home
    • EspaceUSB - Dépôt institutionnel de l'Université de Saint-Boniface
    • Publications de recherche et autres travaux des professeurs et chercheurs
    • Faculté d'Éducation et des Études professionnelles
    • View Item
    •   MSpace Home
    • EspaceUSB - Dépôt institutionnel de l'Université de Saint-Boniface
    • Publications de recherche et autres travaux des professeurs et chercheurs
    • Faculté d'Éducation et des Études professionnelles
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Glocal Language Awareness through Participatory Linguistic Landscape Research

    Thumbnail
    View/Open
    Article principal (918.7Kb)
    Date
    2021
    Author
    Cormier, Gail
    Metadata
    Show full item record
    Abstract
    This article will explore the local experience of language awareness, scholastic linguistic identity and language ideologies through a scholastic linguistic landscape (schoolscape) (Brown, 2012) study in three schools in Canada where French was the language of instruction. Glocality is an especially useful frame for linguistic landscape studies (Manan et al., 2017) and has been used to look deeper into youth identities (Grixti, 2008). Photographic images of each school and photo-elicitation interviews with 37 students were used to qualitatively analyze the visible, written language found on the school walls of secondary schools offering three different French instructional programs. Glocality is used to draw the connections between the local schoolscapes and the global themes of language ideologies, scholastic linguistic identity and language awareness. Involving students in linguistic landscape research results in discussions surrounding linguistic diversity and can lead to multilingual language awareness. At the same time, such a practise can result in incidental language learning. The results showed that students were aware of the importance of their schoolscape as a representation of national language ideologies, as a symbol of their school’s linguistic identity and as a vehicle for promoting language use and awareness. Although the findings are local, the insights gleaned from the students are relevant to a global audience interested in language learning and multilingualism. Particularly, student perspectives and participation in analysis offer a unique contribution to linguistic landscape research and educational research in general.
    URI
    http://hdl.handle.net/1993/36597
    Collections
    • Faculté d'Éducation et des Études professionnelles [22]

    DSpace software copyright © 2002-2016  DuraSpace
    Contact Us | Send Feedback
    Theme by 
    Atmire NV
     

     

    Browse

    All of MSpaceCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsThis CollectionBy Issue DateAuthorsTitlesSubjects

    My Account

    Login

    Statistics

    View Usage Statistics

    DSpace software copyright © 2002-2016  DuraSpace
    Contact Us | Send Feedback
    Theme by 
    Atmire NV