Sílvia Melo-Pfeifer is Full Professor at the University of Hamburg (Germany) in the field of language teacher education (French and Spanish). Her research interests include pluralistic approaches to foreign language learning and teaching and in teacher education, heritage language, and multilingual (online) interaction. She co-edited the book ¿Visualising Multilingual Lives: More Than Words,¿ 2018 (Multilingual Matters) and participated in numerous international projects. She coordinated the project LoCALL (¿LOcal Linguistic Landscapes for global language education in the school context¿).

¿Forward (Durk Gorter)

Chapter 1. Introduction. Linguistic landscapes in language (teacher) education: Multilingual teaching and learning inside and beyond the classroom (Sílvia Melo-Pfeifer)

1 Introducing linguistic landscapes as a research field in education

2 Studying linguistic landscapes: the evolution of the field as seen through the lens of language and teacher education

3 Multilingual and plurisemiotic linguistic landscapes in language education

4 Volume overview

5 Synthesis and acknowledgements

References

Part I- The Exploration of Linguistic Landscapes in the Classroom

Chapter 2. Languages around us: (in)visibility matters (Monica López and Melinda Dooly)

1 Introduction: Raising young learners' awareness of linguistic diversity

2 Situating our project within recent Linguistic Landscape theory and praxis

3 The project context: how it began

3.1. From 'go outside' to 'go online': Original plans and reformulations of the project

3.2. Output and approach to the data sources 4 Analysis and discussion of the data

4.1. Dataset 1. List of languages living in the students' homes and cities

4.2. Dataset 2. Collage showing the evidence found at home and in their cities

4.3 Dataset 3. Word clouds of most intriguing words

4.4. Dataset

4. Student reflections

5 Conclusions

References

Chapter 3. Walking Linguistic Landscapes as Ways to Experience Plurality: A Visual Ethnography into Plurilingualism with Elementary School Children in Japan (Mayo Oyama, Danièle Moore and Daniel Roy Pearce)

1 Introduction

2 On Linguistic Landscapes as Plurilingual Pedagogy

2.1 The Evolving Linguistic Landscape in Japan

3 The Practice

3.1 Initial Observations and Data Collection

3.2 Data Collection and Hypothesizing during the Family Trip

3.3 Conducting Analyses

3.4 The Lapbook as a Creative Authoring Process for Collating, Displaying, and Sharing Results

4 Discussion: Walking to Voicing

5 Conclusion

References

Chapter 4. Empowering students and raising critical language awareness through a collaborative multidisciplinary project (Sonia Cadi, Latisha Mary, Maria Siemushyna and Andrea Young)

1 Introduction

1.1 Context of the project

1.2 Theoretical framework and project aims

2 Implementation of the project and methodological approach

3 Project outcomes and findings

3.1 Development of plurilingual and pluricultural competences

3.2 Intergenerational development of "funds of knowledge"

3.3 Development of educational partnerships

4 Concluding remarks

References

Chapter 5. Thinking allowed: linguistic landscapes-based projects for higher-order and critical thinking skills (Klaudia A. Kruszynska and Melinda Dooly)

1 Introduction

2 Theoretical background

3 Research methodology

4 Context

4.1 Participants

4.2 Pedagogical activities that led to data compilation

4.3 Description of data

5 Analysis and results from each dataset

5.1 Dataset 1: videos

5.2 Dataset 2: Interviews

6 Discussion

7 Conclusion

References

Part II - Linguistic landscapes in multilingual learning and teaching environments

Chapter 6. Is there a place for global citizenship education in the exploration of linguistic landscapes? An analysis of educational practices in five European countries (Mónica Lourenço, Joana Duarte, Francisco P. Silva and Bruna Batista

1 Introduction

2 Linguistic Landscapes in Educational Research

3 Global Citizenship Education: a 21st Century Priority

4 Methodological Design

4.1 Context of the Study

4.2 Corpus of Analysis

4.3 Instrument and Procedures for Data Analysis

5 Results and Discussion

5.1 Domains of Learning

5.2 Competences

5.3 Topics

5.4 Approaches

6 Conclusion and Recommendations

References

Chapter 7. Linguistic landscape of Maputo: A space for a pedagogical exploration of multilingualism (Perpétua Gonçalves and Manuel Guissemo)

1 Introduction

2 Language situation

2.1 Mozambique

2.2 Maputo City

3 The Linguistic Landscape of Maputo

3.1 General Overview

3.2 Use of Xichangana/Xirhonga

3.3 Use of English

4 Pedagogical exploration of Maputo's linguistic landscape

4.1 Introduction

4.2 General outline of the mini-project

5 Conclusion

References

Chapter 8. The LoCALL App: a mobile tool to promote learning from and about linguistic landscapes (Margarida M. Marques, Mónica Lourenço, Lúcia Pombo, Alexandra das Neves, Dionísia Laranjeiro and Filomena Martins)

1 Introduction

2 The LoCALL App and the web-platform: development and features

2.1 The LoCALL App

2.2 Web-platform

3 The Empirical Study

3.1 Context and Participants

3.2 Interdisciplinary Project

3.3 Data Collection and Analysis

4 Results and Discussion

5 Conclusion References

Part III - Teachers and students' voices on linguistic landscapes

Chapter 9. Mediation of Language Attitudes through Linguistic Landscapes in Minority Language Education (Joana Duarte, Sibrecht Veenstra and Nelly van Dijk)

1 Introduction

2 The role of LL in minority language education

2.1 Linguistic Landscapes in education in minority language regions

2.2 Mediation in minority language education

3 Methodology

3.1 Instruments

3.2 Sample

3.3 Data analysis

4 Results

4.1 Students' attitudes towards Frisian and Frisian in the LL

4.2 Mediation and teachers' attitudes towards the use of LL in Frisian minority education

4.3 Policy makers

5 Discussion and conclusion

5.1 Explaining students' attitudes towards languages and the LL

5.2 Explaining teachers' beliefs and attitudes towards Frisian and the LL

5.3 Explaining policymakers' beliefs and attitudes towards Frisian and the LL

6 Conclusion

References

Chapter 10. Teacher and student perspectives on the use of linguistic landscapes as pedagogic resources for enhancing language awareness: a focus on the development of cognitive and affective dimensions (Lisa Maria Brinkman and Sílvia Melo-Pfeifer)

1 Introduction

2 The development of language awareness and critical language awareness through the use of Linguistic Landscapes in education

3 Empirical research

3.1 Design of the study: context and participants

3.2 Data gathering instruments and data analysis

4. Results

4.1 Cognitive dimension of language awareness

4.2 Affective dimension of language awareness

5 Conclusion

References

Chapter 11. Educational possibilities of linguistic landscapes exploration in a context of pre-service teacher education (Ana Isabel Andrade, Filomena Martins, Susana Pinto and Ana Raquel Simões)

1 Introduction

2 Linguistic landscapes and education

3 Teacher education and linguistic diversity: some principles and strategies

4 Research context and methodology

4.1 Research context

4.2 Research methodology

5 Findings

5.1 Pedagogical and didactic dimension

5.2 Ethical and political dimension

5.3 Linguistic and communicative dimension

6 Concluding remarks

References

Chapter 12. The co-construction of the concept "linguistic landscape" by language educators in an online course (Maria Helena Araújo e Sá, Raquel Carinhas, Sílvia Melo- Pfeifer and Ana Raquel Simões)

1 Introduction

2 Fostering knowledge and teacher education: a focus on the co-construction of concepts in online collaborative environments

3 Empirical study

3.1 Participants

3.2 The learning scenario: activities and principles

3.3 Perusall as a data collection instrument

3.4 Corpus and methodology of the analysis

4 Data analysis

4.1. Linguistic landscapes: conceptual discussions

4.2. Linguistic landscapes as a pedagogical resource

4.3. Dynamic relations between languages

5 Conclusions and perspectives

References

Part IV - Expanding from linguistic landscapes in education scenarios

Chapter 13. Sensescapes and what it means for language education (Josh Prada)

1 Introduction

2 Beyond the linguistic in linguistic landscapes: a story already told

2.1 Multimodality: towards a broader semiotic lens

2.2. Languaging

2.3. Sensing and making sense: enter the senses

3 Sensescapes

4 Sensescapes and language education: recognizing and charting possibilities

4.1 Some key considerations

4.2 A sensescapes approach to language education: two examples of pedagogy

5 Conclusions

References

Chapter 14. Material culture inside and beyond the multilingual classroom: theoretical and pedagogical perspectives (Larissa Aronin, Daria Bylieva and Victoria Lobatyuk)

1 Introduction

2 From LL to the material culture of multilingualism (MCM)

2.1 Trajectory of purview expansion in the field of the LL

2.2 What is the material culture of multilingualism (MCM)?

2.3 Distinctiveness of LL and MCM

2.4 Domains of the MCM

3 Material Culture of Multilingualism in language teaching

3.1 Multilingual materialities in language classroom (MMC)

3.2 The objectives for the use of materialities in the classroom

4 Conclusion

References

Chapter 15. The visibility of languages - connecting schools to communities (Alice Chik)

1 Introduction

2 Multilingual Sydney

3 Do we really have a Chinatown or Little Greece in Sydney?

4 What languages do students speak?

5 And what languages do teachers speak?

6 Education and 'monolingualism'

7 What do educational websites say about multilingualism?

8 Concluding thoughts

References

Chapter 16. Virtual linguistic landscapes from below: A hashtag analysis of the European Day of Languages (Sarah McMonagle)

1 Introduction

2 Language and Social Media: The Case for Virtual Linguistic Landscapes 3 The European Day of Languages (EDL)

4 Twitter

5 Methods

6 Findings

6.1 The VLL - What languages were visible in tweets?

6.2 The messengers and their messages

6.3 'Erweiterte Suche'

7 Discussion

References

Chapter 17. Conclusion: Linguistic Landscapes in Education - Where do we go now? (Mónica Lourenço and Sílvia Melo-Pfeifer)

1 Introduction

2 Linguistic Landscapes as a theorethical lens

2.1. Linguistic landscapes as a theoretical lens

2.2. Linguistic landscapes as an ethical lens

3 Further perspectives

3.1. On research

3.2. On classroom pedagogies

3.3. On teacher education

4 Concluding remarks

References