Using the Linguistic Landscape as a Pedagogic Tool to Raise Students' Awareness of Multilingualism in the ELICOS Classroom
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| Title: | Using the Linguistic Landscape as a Pedagogic Tool to Raise Students' Awareness of Multilingualism in the ELICOS Classroom |
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| Language: | English |
| Authors: | Nattapat Suejam, Maneerat Chuaychoowong, Desiree Kawabata |
| Source: | English Australia Journal. 2025 41(1):3-26. |
| Availability: | English Australia Ltd. Level 3, 162 Goulburn Street, Surry Hills, NSW 2010, Australia. Tel: 61-2-9264-4700; e-mail: easec@englishaustralia.com.au; Web site: https://www.englishaustralia.com.au/professional-development/journal |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Misconceptions, Student Attitudes, Action Research, Foreign Countries, Monolingualism, Program Development, Self Concept, Language Variation, Language Attitudes, Multilingualism, Metalinguistics, Cultural Pluralism, Language Proficiency, Lesson Plans, Foreign Students |
| Geographic Terms: | Australia |
| ISSN: | 1444-4496 2202-6169 |
| Abstract: | In English Language Teaching (ELT), awareness of multilingualism for learning can aid in developing programs that effectively enhance learners' communication in a linguistically and culturally diverse world. Embracing the linguistic landscape (LL) -- the language visible beyond the classroom that permeates daily living -- can provide students with a valuable understanding of language, identity, and communication; principles that fall under the Global Englishes Language Teaching (GELT) framework. This study investigated EAL learners' perceptions towards language diversity in Australia and whether the LL can be harnessed to enhance students' English language skills. Taking an action research (AR) approach, incorporating key tools of observation and reflection, and guided by GELT, 16 intermediate-level English language learners in Australia participated in various tasks and reflective activities exploring the LL. Despite persistent misconceptions surrounding monolingualism, findings showed that the LL is a valuable tool for understanding multilingualism and developing language proficiency in real-life contexts. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1474978 |
| Database: | ERIC |
| Abstract: | In English Language Teaching (ELT), awareness of multilingualism for learning can aid in developing programs that effectively enhance learners' communication in a linguistically and culturally diverse world. Embracing the linguistic landscape (LL) -- the language visible beyond the classroom that permeates daily living -- can provide students with a valuable understanding of language, identity, and communication; principles that fall under the Global Englishes Language Teaching (GELT) framework. This study investigated EAL learners' perceptions towards language diversity in Australia and whether the LL can be harnessed to enhance students' English language skills. Taking an action research (AR) approach, incorporating key tools of observation and reflection, and guided by GELT, 16 intermediate-level English language learners in Australia participated in various tasks and reflective activities exploring the LL. Despite persistent misconceptions surrounding monolingualism, findings showed that the LL is a valuable tool for understanding multilingualism and developing language proficiency in real-life contexts. |
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| ISSN: | 1444-4496 2202-6169 |
