Navigating Multicultural and Multilingual Realities through Pedagogical Linguistic Landscapes in English Classrooms

Abstract

Researchers have explored Linguistic Landscapes (LL) from diverse perspectives, recognizing its educational value as a tool for language learning. This study delved into the multifaceted impacts of integrating LL-centered materials into high school English as a foreign language classrooms. The investigation involved three LL-based activities implemented in an 11th-grade classroom in southeastern Türkiye, following a literacies-oriented pedagogy of Linguistic Landscapes in Second Language Teaching and Learning (LLinL2TL). Spanning 12 weeks, the intervention included data collection through semi-structured interviews and pre- and post-study reflective journals of 32 participants. The findings reveal that the activities fostered learners' awareness of multiculturalism and multilingualism, enhanced their understanding of sociolinguistic dynamics within local and global LLs, and challenged their preconceived notions, providing fresh perspectives. However, learners faced challenges with heavy workloads and limited time for LL tasks, limiting engagement and reflection. Despite this, the study underscores LL materials' value in fostering meaningful and engaging language learning experiences. The study contributes to pedagogical and theoretical discussions and concludes with limitations and implications.

Keywords

• Linguistic Landscapes
• English as a Foreign Language
• Multilingualism
• Multiculturalism
• Language Awareness

İngilizce Sınıflarında Pedagojik Dilsel Çevreler Aracılığıyla Çokkültürlü ve Çokdilli Gerçeklikleri Deneyimlemek

Abstract

Araştırmacılar, Dilsel Çevreyi (Linguistic Landscapes) farklı açılardan inceleyerek onun dil öğrenimi için değerli bir eğitim aracı olduğunu ortaya koymuşlardır. Bu çalışma, DÇ merkezli materyallerin İngilizcenin yabancı dil olarak öğrenildiği liselerdeki sınıflara entegrasyonunun çok yönlü etkilerini incelemiştir. Araştırma, Türkiye’nin güneydoğusundaki bir 11. Sınıf ortamında, İkinci Dil Öğretimi ve Öğreniminde Dilsel Çevre (LLinL2TL) pedagojik yaklaşımına dayalı üç DÇ etkinliğinin uygulanmasını kapsamaktadır. On iki hafta süren uygulama sürecinde, 32 katılımcıdan yarı yapılandırılmış görüşmeler ile uygulama öncesi ve sonrası yansıtıcı günlükler aracılığıyla veri toplanmıştır. Bulgular, etkinliklerin öğrencilerin çokkültürlülük ve çokdillilik farkındalığını geliştirdiğini, yerel ve küresel dilsel çevrelerdeki toplumdilbilimsel dinamiklere ilişkin anlayışlarını artırdığını ve ön kabullerini sorgulayarak yeni bakış açıları kazandırdığını ortaya koymuştur. Ancak öğrenciler, yoğun çalışma yükü ve DÇ etkinlikleri için sınırlı zaman nedeniyle katılım ve yansıtma süreçlerinde zorluklar yaşamıştır. Buna rağmen çalışma, DÇ materyallerinin anlamlı ve ilgi çekici dil öğrenme deneyimleri sağlamadaki değerini vurgulamaktadır. Çalışma, pedagojik ve kuramsal tartışmalara katkı sunmakta olup sınırlılıklar ve geleceğe yönelik çıkarımlarla sonlanmaktadır.

Keywords

• Dilsel Çevre
• Yabancı Dil Olarak İngilizce
• Çok Dillilik
• Çok Kültürlülük
• Dilsel Farkındalık

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