Linguistic Landscape in Pre-service Teacher Education: Potentials and Considerations
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Recent scholarship on linguistic landscape has inspired literacy educators to create novel classroom activities and reflect critically upon the semiotic environment in which their students are situated. Considering a teacher’s pivotal role in designing theoretically-valid, pedagogically-effective classroom activities, it is essential to explore how the concept of linguistic landscape may spark pedagogical insights in teacher training courses. With this backdrop, the present research investigates two university classes in South Korea where linguistic landscape was introduced as an educational resource to forty-one pre-service English teachers. Specifically, the teachers explored the potential uses of digital and offline linguistic landscapes for enriching their English classes in relation to grammar, vocabulary, and four skills activities. Analysis shows that the pre-service teachers successfully adopted linguistic landscape as a viable pedagogical tool, incorporating relevant linguistic, cultural, and personal knowledge to designing linguistic landscape-focused tasks. However, these pre-service teachers also tended to remain in their comfort zones in that they rarely foregrounded the translingual, multimodal aspects of public signs in their proposed activities. This suggests that English teacher training programs in South Korea will need to implement principled and systematic interventions to help pre-service teachers make the most of the potential of linguistic landscape in their classroom activities.
Abstract
Recent scholarship on linguistic landscape has inspired literacy educators to create novel classroom activities and reflect critically upon the semiotic environment in which their students are situated. Considering a teacher’s pivotal role in designing theoretically-valid, pedagogically-effective classroom activities, it is essential to explore how the concept of linguistic landscape may spark pedagogical insights in teacher training courses. With this backdrop, the present research investigates two university classes in South Korea where linguistic landscape was introduced as an educational resource to forty-one pre-service English teachers. Specifically, the teachers explored the potential uses of digital and offline linguistic landscapes for enriching their English classes in relation to grammar, vocabulary, and four skills activities. Analysis shows that the pre-service teachers successfully adopted linguistic landscape as a viable pedagogical tool, incorporating relevant linguistic, cultural, and personal knowledge to designing linguistic landscape-focused tasks. However, these pre-service teachers also tended to remain in their comfort zones in that they rarely foregrounded the translingual, multimodal aspects of public signs in their proposed activities. This suggests that English teacher training programs in South Korea will need to implement principled and systematic interventions to help pre-service teachers make the most of the potential of linguistic landscape in their classroom activities.
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