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ERIC Number: EJ1297198
Record Type: Journal
Publication Date: 2021-Feb
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0008-4506
Supporting Newcomer Children's Language Awareness, Incidental Language Learning, and Identity Negotiation through the Multilingual Linguistic Landscape: An Exploratory Case Study
Tjandra, Christina
Canadian Modern Language Review, v77 n1 p1-22 Feb 2021
This case study investigated newcomer English language learner (ELL) children's perspectives on, and interpretations of, their linguistic landscape (LL), as well as the influence of LL-based activities on their language awareness and learning, identity negotiation, and sense of belonging. With the children as co-researchers, creative-driven methodology was implemented through carefully designed class activities including children's photography, VLP (visual, lexical, and pragmatic) analyses, research conversations, and the creation of visual art (map making) as a form of identity text. The findings included the types of LL that children were attracted to, children's interpretations of their multilingual LL, and the influence of specifically developed activities on ELL children's meaning-making processes, language learning, language awareness, and identity positioning. Overall, the findings suggest that increasing multilingual signage supports ELL children's language awareness, strengthens their sense of identity and belonging, and creates opportunities for L1 and L2 incidental language learning.
University of Toronto Press. 5201 Dufferin Street, Toronto, ON M3H 5T8, Canada. Tel: 416-667-7810; Fax: 800-221-9985; Fax: 416-667-7881; e-mail: journals@utpress.utoronco.ca; Web site: http://www.utpjournals.press/loi/cmlr
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A