\n\tThe readings, videos and activities below are designed to provide opportunities for deepening\u00a0your knowledge about\u00a0the topics covered in Week 3\u00a0of the MOOC (e-Course) on the topic of\u00a0\u201cMultilingualism and Society\u201d. It is aimed to be used in academic seminars, providing extra materials, some suggestions for activities etc.\u00a0\n<\/p>\n
\n\tIn order to become familiar\u00a0with the basics of the topic, it is recommended that you go through the self-study e-Course as follows:\u00a0\n<\/p>\n
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\n\tExtra materials for academic seminars or for individual learners to deepen their understanding of\u00a0the topic: <\/strong>\n<\/p>\n \n\tSociolinguistic context includes linguistic landscapes \u2013 known as LL \u2013 that is any display or exposure of language(s) in public spaces for various functional and symbolic purposes. LL may include audial and graphic signs, both material and virtual elements. <\/span><\/span><\/span>\n<\/p>\n \n\tRead <\/span><\/span>Cenoz, J. & Gorter. D. 2008. Linguistic landscape and minority languages. International Journal of Multilingualism<\/i>. 3 (1). <\/span><\/span>https:\/\/doi.org\/10.1080\/14790710608668386<\/span><\/span><\/span><\/a>\n<\/p>\n \n\tThis paper focuses on the linguistic landscape of two streets in two multilingual cities in Friesland (Netherlands) and the Basque Country (Spain) where a minority language is spoken, Basque or Frisian. The paper analyses the use of the minority language (Basque or Frisian), the state language (Spanish or Dutch) and English as an international language on language signs. It compares the use of these languages as related to the differences in language policy regarding the minority language in these two settings and to the spread of English in Europe. The data include over 975 pictures of language signs that were analysed so as to determine the number of languages used, the languages on the signs and the characteristics of bilingual and multilingual signs. The findings indicate that the linguistic landscape is related to the official language policy regarding minority languages and that there are important differences between the two settings.<\/span><\/span><\/span><\/i>\n<\/p>\n \n\t\u00a0\n<\/p>\n \n\tLinguistic landscape (LL) refers to linguistic objects that mark the public space. This paper compares patterns of LL in a variety of homogeneous and mixed Israeli cities, and in East Jerusalem. The groups studied were Israeli Jews, Palestinian Israelis and non-Israeli Palestinians from East Jerusalem, of whom most are not Israeli citizens. The study focused on the degree of visibility on private and public signs of the three major languages of Israel-Hebrew, Arabic and English. This study reveals essentially different LL patterns in Israel\u2019s various communities: Hebrew\u2013English signs prevail in Jewish communities; Arabic Hebrew in Israeli\u2013Palestinian communities; Arabic\u2013English in East Jerusalem. Further analyses also evince significant \u2013 and different \u2013 discrepancies between public and private signs in the localities investigated. All in all, LL items are not faithfully representative of the linguistic repertoire typical of Israel\u2019s ethnolinguistic diversity, but rather of those linguistic resources that individuals and institutions make use of in the public sphere. It is in this perspective that we speak of LL in terms of symbolic construction of the public space which we explain by context-dependent differential impacts of three different factors \u2013 rational considerations focusing on the signs\u2019 expected attractiveness to the public and clients; aspirations of actors to give expression to their identity through their choice of patterns that, in one way or another, represent their presentation of self to the public; and power relations that eventually exist behind choices of patterns where sociopolitical forces share relevant incompatible interests.<\/span><\/span><\/span><\/i>\n<\/p>\n \n\tExercise: map the linguistic landscape (LL). <\/span><\/span><\/u>In this exercise students will be assigned with the task to map the linguistic landscape of a specific environment \u2013 their school, neighborhood, community etc. The tasks includes mapping in various domains:<\/span><\/span>\n<\/p>\n \n\tDiscuss in the class the student reports on language environment mapping: which landscapes were appearing in a specific environment? What are the drivers \u2013 personal and social \u2013 for such landscapes? <\/span><\/span><\/span>\n<\/p>\n \n\tExercise: design language study using the environment.<\/span><\/span><\/u> Students design the study process for learning the languages through the use of the existing language environment based on the mapped language landscape. The aim of this seminar activity is to acknowledge, how every educator could take advantage of the surroundings for better and more meaningful language acquisition. For example, taking the learners outside to town could be turned into a useful language learning experience by preparing certain tasks for it, e.g. a booklet with a variety of tasks, questions, which would draw learners\u2019 attention to the languages that are present in different domains in the given environment (street names, information boards and street signs, advertisement, car stickers, T-shirts etc.). <\/span><\/span><\/span>\n<\/p>\n\n\t3.1 Language environment and linguistic landscape<\/span><\/span><\/b><\/span>
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\n\t3.2 Language status<\/span><\/span><\/b><\/span>
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