Abstract
This chapter describes the design and integration of linguistic landscape (LL) projects in elementary-level Spanish-language courses in which students analyzed meaning-making practices and constructed knowledge from their active engagement with New York City (NYC), a socioculturally and linguistically diverse space for language learning. We provide an overview of the multiliteracies and knowledge processes pedagogical frameworks (New London Group Harv Educ Rev 66:60–92, 1996); (Kalantzis, Cope Literacies. Cambridge University Press, Cambridge, 2012) and then discuss students’ work in NYC through the lens of these frameworks. These student-centered projects afforded students with opportunities to analyze and critically reflect upon the socially-situated and constructed public spaces in LLs and the communities who are represented and excluded.
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- 1.
We follow Haslip-Viera’s (2017, p. 42) definition and use the terms Latina/o and Hispanic interchangeably throughout this chapter. Latino/a and Hispanic refer to all persons living in the United States whose origins can be traced to Spain and the Spanish-speaking countries of Latin America and the Caribbean. Included in this category are all United States immigrants who have come from these countries and their descendants who live in the United States, whether or not they speak Spanish.
- 2.
A sample of such an advertisement may be seen at: https://eportfolios.macaulay.cuny.edu/ball17/2017/10/18/caspers-artistic-take-on-subway-ads/ (accessed June 2020)
- 3.
Sadly and due to the active gentrification process in Manhattan’s Spanish Harlem the Zapatista mural is no longer there as the old building was replaced by a brand new residential building in 2019. This is an example of how the ‘old LL disappears’ (Shohamy et al. 2010).
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Lozano, M.E., Jiménez-Caicedo, J.P., Abraham, L.B. (2020). Linguistic Landscape Projects in Language Teaching: Opportunities for Critical Language Learning Beyond the Classroom. In: Malinowski, D., Maxim, H.H., Dubreil, S. (eds) Language Teaching in the Linguistic Landscape. Educational Linguistics, vol 49. Springer, Cham. https://doi.org/10.1007/978-3-030-55761-4_2
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