Hiram H. Maxim, Emory University
"Affective border crossings in the linguistic landscape"
Linguistic Landscape Workshop 15, Wellington, New Zealand
June 22, 2024
Handout
Works cited:
Agar, M. (1994). Language shock: Understanding the culture of conversation. William Morrow and Company, Inc.
Backhaus, P. (2006). Multilingualism in Tokyo: A look into the linguistic landscape. International Journal of Multilingualism, 3(1), 52–66.
Bennett, J. (2010). Vibrant matter: A political ecology of things. Duke University Press.
Blommaert, J. (2013). Ethnography, superdiversity and linguistic landscapes: Chronicles of complexity. Multilingual Matters.
Bourdieu, P. (1993). The field of cultural production. Essays on art and literature. Columbia University Press.
Brinkmann, L. M., Duarte, J., & Melo-Pfeifer, S. (2022). Promoting plurilingualism through linguistic landscapes: A multi-method and multisite study in Germany and the Netherlands. TESL Canada Journal, 28(2), 88–122. https://doi.org/10.18806/tesl.v38i2.1358
Burwell, C., & Lenters, K. (2015). Word on the street: Investigating linguistic landscapes with urban Canadian youth. Pedagogies: An International Journal, 10(3), 201–221. https://doi.org/10.1080/1554480X.2015.1029481
Cenoz, J., & Gorter, D. (2008). The linguistic landscape as an additional source of input in second language acquisition. IRAL: International Review of Applied Linguistics in Language Teaching, 46(3), 267–287. https://doi.org/10.1515/IRAL.2008.012
Cope, B., & Kalantzis, M. (2015). The things you do to know: An introduction to the pedagogy of multiliteracies. In B. Cope & M. Kalantzis (Eds.), Pedagogy of multiliteracies: Learning by design (pp. 1–36). Palgrave Macmillan.
Dagenais, D., Moore, D., Sabatier, C., Lamarre, S., & Armand, F. (2009). Linguistic landscape and language awareness. In E. Shohamy & D. Gorter (Eds.), Linguistic landscape: Expanding the scenery (pp. 253–269). Routledge.
Deleuze, G., & Guattari, F. (1987). A thousand plateaus: Capitalism and schizophrenia (B. Massumi, Trans.). University of Minnesota Press.
Dovey, K., Wollan, S., & Woodcock, I. (2012). Placing Graffiti: Creating and Contesting Character in Inner-city Melbourne. Journal of Urban Design, 17(1), 21–41. https://doi.org/10.1080/13574809.2011.646248
Dubreil, S., Malinowski, D., & Maxim, H. H. (Eds.). (2023). Spatializing language studies: Pedagogical approaches in the linguistic landscape. Springer.
Ehret, C., & Leander, K. M. (2019). Introduction. In K. M. Leander & C. Ehret (Eds.), Affect in literacy teaching and learning (pp. 1–19). Routledge.
Elola, I., & Prada, J. (2020). Developing critical sociolinguistic awareness through linguistic landscapes in a mixed classroom: The case of Spanish in Texas. In D. Malinowski, H. H. Maxim, & S. Dubreil (Eds.), Language teaching in the linguistic landscape: Mobilizing pedagogy in public space (pp. 223–250). Springer. https://doi.org/10.1007/978-3-030-55761-4_11
Finlay, L. (2009). Embracing researcher subjectivity in phenomenological research: A response to Ann Scott. European Journal for Qualitative Research in Psychotherapy, 4, 13–19.
Garvin, R. T. (2010). Responses to the linguistic landscape in Memphis, Tennessee: An urban space in transition. In E. Shohamy, E. Ben-Rafael, & M. Barni (Eds.), Linguistic landscape in the city (pp. 252–271). Multilingual Matters.
Garvin, R. T. (2024). Affect. In R. Blackwood, S. Tufi, & W. Amos (Eds.), The Bloomsbury Handbook of Linguistic Landscapes. Bloomsbury.
Gorter, D. (2021). Multilingual inequality in public spaces: Towards an inclusive model of linguistic landscapes. In R. J. Blackwood & D. A. Dunlevy (Eds.), Multilingualism in public spaces: Empowering and transforming communities (pp. 13–30). Bloomsbury.
Hayik, R. (2017). Exploring the perceptions of passers-by through the participatory documentary photography tool PhotoVoice. Linguistic Landscape: An International Journal, 3(2), 187–212. https://doi.org/10.1075/ll.3.2.04hay
Jaworski, A., & Thurlow, C. (2010). Introducing semiotic landscapes. In A. Jaworski & C. Thurlow (Eds.), Semiotic landscapes: Language, image, space (pp. 1–40). Continuum.
Jones, R. H. (2017). Surveillant landscapes. Linguistic Landscape: An International Journal, 3(2), 149–186. https://doi.org/10.1075/ll.3.2.03jon
Krompák, E., Fernández-Mallat, V., & Meyer, S. (Eds.). (2022). Linguistic landscapes and educational spaces. Multilingual Matters.
Kubanyiova, M. (2008). Rethinking research ethics in contemporary applied linguistics: The tension between macroethical and microethical perspectives in situated research. The Modern Language Journal, 92(4), 503–518. https://doi.org/10.1111/j.1540-4781.2008.00784.x
Lefebvre, H. (1991). The production of space (D. Nicholson-Smith, Trans.). Blackwell.
Lou, J. (2016). The linguistic landscape of Chinatown: A sociolinguistic ethnography. Multilingual Matters.
Lu, X., & Martens, B. (2022). Methodological considerations for field-based linguistic landscape work. In E. Krompák & V. Todisco (Eds.), Sprache und Raum. Mehrsprachigkeit in der Bildungsforschung und in der Schule. Language and space. Multilingualism in educational research and in school (pp. 121–139). Hep Verlag.
Malinowski, D. (2015). Opening spaces of learning in the linguistic landscape. Linguistic Landscape, 1(1), 95–113.
Malinowski, D., Maxim, H. H., & Dubreil, S. (Eds.). (2020). Language teaching in the linguistic landscape: Mobilizing pedagogy in public space. Springer International Publishing. https://doi.org/10.1007/978-3-030-55761-4
Maxim, H. H. (2022, September 7). From the classroom to the strip mall: Student multiliteracies development in the linguistic landscape. 13th Linguistic Landscape Workshop, Universität Hamburg.
Maxim, H. H. (in press). Affecting multiliteracies in the linguistic landscape. In D. Gorter & E. Krompák (Eds.), Educational agency and activism in linguistic landscape studies. Peter Lang.
Melo-Pfeifer, S. (Ed.). (2023). Linguistic landscapes in language and teacher education: Multilingual teaching and learning inside and beyond the classroom. Springer.
Peck, A., & Stroud, C. (2015). Skinscapes. Linguistic Landscape, 1(1), 133–151.
Pennycook, A. (2019). Linguistic landscapes and semiotic assemblages. In M. Pütz & N. Mundt (Eds.), Expanding the linguistic landscape: Linguistic diversity, multimodality and the use of space as a semiotic resource (pp. 75–88). Multilingual Matters. https://doi.org/10.21832/9781788922166-007
Pienimäki, H.-M., Väisänen, T., & Hiippala, T. (2024). Making sense of linguistic diversity in Helsinki, Finland: The timespace of affects in the linguistic landscape. Journal of Sociolinguistics, 28(2), 3–21. https://doi.org/10.1111/josl.12633
Rowland, L. (2013). The pedagogical benefits of a linguistic landscape project in Japan. International Journal of Bilingual Education and Bilingualism, 16(4), 494–505.
Sayer, P. (2010). Using the linguistic landscape as a pedagogical resource. ELT Journal, 64(2), 143–154.
Seals, C. A., & Niedt, G. (Eds.). (2020). Linguistic landscapes beyond the classroom. Bloomsbury Academic.
Scollon, R., & Scollon, S. W. (2004). Nexus analysis: Discourse and the emerging Internet. Routledge.
Shohamy, E. (2015). LL research as expanding language and language policy. Linguistic Landscape: An International Journal, 1(1–2), 152–171. https://doi.org/10.1075/ll.1.1-2.09sho
Shohamy, E., & Abu Ghazaleh-Mahajneh, M. (2012). Linguistic landscape as a tool for interpreting language vitality: Arabic as a “minority” language in Israel. In D. Gorter, H. F. Marten, & L. V. Mensel (Eds.), Minority Languages in the Linguistic Landscape (pp. 89–106). Palgrave Macmillan.
Shohamy, E., & Pennycook, A. (2022). Language, pedagogy, and active participant engagment: Gaze in the multiliingual landscape (R. Blackwood & U. Røyneland, Eds.; pp. 31–47). Routledge.
Stroud, C., & Jegels, D. (2014). Semiotic landscapes and mobile narrations of place: Performing the local. International Journal of the Sociology of Language, 228, 179–199.
Tjandra, C. (2021). Supporting newcomer children’s language awareness, incidental language learning, and identity negotiation through the multilingual linguistic landscape: An exploratory case study. The Canadian Modern Language Review / La Revue Canadienne Des Langues Vivantes, 77(1), 1–22.
Trumper-Hecht, N. (2010). Linguistic landscape in mixed cities in Israel from the perspective of “walkers”: The case of Arabic. In E. Shohamy, E. Ben-Rafael, & M. Barni (Eds.), Linguistic Landscape in the City (pp. 235–251). Multilingual Matters.
Wee, L., & Goh, R. B. H. (2020). Language, space and cultural play: Theorising affect in the semiotic landscape. Cambridge University Press.
Zabrodskaja, A., & Milani, T. M. (2014). Signs in context: Multilingual and multimodal texts in semiotic space. International Journal of the Sociology of Language, 2014(228), 1–6. https://doi.org/10.1515/ijsl-2014-0002
Ziegler, E., Schmitz, U., & Uslucan, H.-H. (2019). Attitudes toward visual multilingualism in the linguistic landscape of the Ruhr area. In M. Pütz & N. Mundt (Eds.), Expanding the linguistic landscape: Linguistic diversity, multimodality and the use of space as a semiotic resource (pp. 264–299). Multilingual Matters.
"Affective border crossings in the linguistic landscape"
Linguistic Landscape Workshop 15, Wellington, New Zealand
June 22, 2024
Handout
- Websites
- Clarkston, Georgia: https://www.clarkstonga.gov
- Plaza Fiesta: https://plazafiesta.net
- Languages Across Metro Atlanta: https://scholarblogs.emory.edu/lama/
- Class procedures
- Readings
- Zabrodskaja & Milani (2014)
- Backhaus (2006)
- Lou (2012)
- Malinowski (2015)
- Peck & Stroud (2015)
- Assignments / prompts:
- Campus walk: One of the goals of this course is to activate your observational skills regarding your immediate surroundings. As a first step in thinking about places that you frequent, take a walk from the quad in front of the Carlos Museum to the Student Center and take note of the sights, sounds, smells, feelings, tastes that you experience. Which phenomena stand out to you? What is meaningful to you? Once you complete the walk, write a short synopsis of your experiences, looking to describe at least 5 different phenomena along the way (150-200 words)
- Census work:
- Research race, ethnicity, and languages spoken in specific census tracts in Dekalb and Gwinnett countries
- Research foreign-born populations in specific census tracts in Dekalb and Gwinnett countries
- Explore these census tracts with Google Street View and post screenshots of multilingualism
- Google street view:
- Your task is to make observations about the linguistic and cultural identity of Atlanta through its LL, starting with questions like those asked by Backhaus (2006):
- Who wrote the signs in the Atlanta LL?
- Who are the signs in the LL here written for?
- What does the LL reveal about the linguistic identities, diversities, and cultural changes underway in the city?
- Instructions:
- Either individually or in groups, refer to the Google Street View results from last class for the neighborhood assigned to you (Brookhaven, Clarkston, Chamblee, Doraville, or Norcross)
- Document up to 5 multilingual items you find on the Google doc in “Collaborations” on Canvas
- Discuss & be prepared to share an observation from your findings
- Questions for consideration during the activity:
- How do you determine what counts and what doesn’t count as “a sign”?
- What difficulties, if any, do you have in determining the languages that appear on signs you see?
- How representative of linguistic diversity in the neighborhood do you think your sample is?
- Questions for consideration after the activity:
- What aspects of cultural change, diversity and identity are invisible altogether in the LL?
- What are the challenges and limitations to doing observational surveys such as these?
- Your task is to make observations about the linguistic and cultural identity of Atlanta through its LL, starting with questions like those asked by Backhaus (2006):
- Qualitative analysis:
- Find a piece of LL data that you think illustrates an important aspect of identity, diversity, or cultural change from your hometown or a place which you consider home or Atlanta. Post an image of your data to the Google Doc "Qualitative LL Analysis" under Collaborations.
- Affect and imagination:
- Opening thought exercise:
- What impressions or feelings do you have about this room we’re in right now (MLB 201)?
- What memories & experiences do you have in this room?
- What associations do you have with rooms like this one?
- What do you think typically happens in this room? Who do you think uses it? Who feels welcome here? Who controls it? Who avoids it? What evidence do you see or feel?
- Homework activity:
- By yourself or with a partner, choose or make/write a sign that you would like to place somewhere in this room
- Discuss where you’d like to put the sign
- Next week, put the sign there!
- We will walk around and pay attention to what other people are posting. How do you read their signs’ meaning?
- As you’re walking around, discuss your interpretations with others
- Post-activity exercise:
- As a reader: what signs interest you the most? What signs do you have the strongest reaction to? Why?
- As a ‘writer’:
- Why did you chose the sign(s) you chose?
- Did you deliberately NOT choose any signs? Why?
- How did you choose where and how to put your sign?
- Are there any places you would absolutely NOT have put your sign?
- What responses or ‘vibe’ did you sense from others while doing this activity? How did it make you feel?
- What application does your first-hand experience of “landscaping” this room today have to the way you think about your research questions and methods?
- Opening thought exercise:
- Post-trip Reflections
- Readings
- LL analysis toolkit: Questions and issues to consider when investigating how meaning is being made in a particular space
- How signs represent the social world
- Color & Brightness
- Font / script
- Representation (how realistic the participants are represented)
- Materials
- Composition
- How the languages of a sign are positioned
- Which language(s) is “preferred”
- Which language(s) is salient
- Which language(s) is informational
- Which language(s) is symbolic
- Which functions each language has
- How signs represent particular ideologies and discourses
- Who authored the signs
- Who the intended audience is
- Which function(s) the signs have
- Which message(s) the signs convey
- Which symbolism is evident in the signs
- Which signs are missing
- Which emotions and affect the signs / landscape elicit
- How a place is conceived, perceived, and lived
- How the place is designed, legislated, enforced – political dimension (top-down)
- What is visible, audible, smellable, observable – physical dimension
- How the place is experienced, imagined, felt – experiential dimension (bottom-up)
- How specific artifacts in a place represent particular ideologies and discourses
- Monuments
- Clothing
- Hairstyles
- Tattoos
- Billboards
- Products for sale
- Food & drink
- Other: ___________
- How hierarchies manifest themselves in the public sphere
- Which languages are present or absent
- Which vernaculars are used
- Which groups are addressed or excluded
- Which histories are present or absent
- Which languages are heard but not seen
- How signs represent the social world
Works cited:
Agar, M. (1994). Language shock: Understanding the culture of conversation. William Morrow and Company, Inc.
Backhaus, P. (2006). Multilingualism in Tokyo: A look into the linguistic landscape. International Journal of Multilingualism, 3(1), 52–66.
Bennett, J. (2010). Vibrant matter: A political ecology of things. Duke University Press.
Blommaert, J. (2013). Ethnography, superdiversity and linguistic landscapes: Chronicles of complexity. Multilingual Matters.
Bourdieu, P. (1993). The field of cultural production. Essays on art and literature. Columbia University Press.
Brinkmann, L. M., Duarte, J., & Melo-Pfeifer, S. (2022). Promoting plurilingualism through linguistic landscapes: A multi-method and multisite study in Germany and the Netherlands. TESL Canada Journal, 28(2), 88–122. https://doi.org/10.18806/tesl.v38i2.1358
Burwell, C., & Lenters, K. (2015). Word on the street: Investigating linguistic landscapes with urban Canadian youth. Pedagogies: An International Journal, 10(3), 201–221. https://doi.org/10.1080/1554480X.2015.1029481
Cenoz, J., & Gorter, D. (2008). The linguistic landscape as an additional source of input in second language acquisition. IRAL: International Review of Applied Linguistics in Language Teaching, 46(3), 267–287. https://doi.org/10.1515/IRAL.2008.012
Cope, B., & Kalantzis, M. (2015). The things you do to know: An introduction to the pedagogy of multiliteracies. In B. Cope & M. Kalantzis (Eds.), Pedagogy of multiliteracies: Learning by design (pp. 1–36). Palgrave Macmillan.
Dagenais, D., Moore, D., Sabatier, C., Lamarre, S., & Armand, F. (2009). Linguistic landscape and language awareness. In E. Shohamy & D. Gorter (Eds.), Linguistic landscape: Expanding the scenery (pp. 253–269). Routledge.
Deleuze, G., & Guattari, F. (1987). A thousand plateaus: Capitalism and schizophrenia (B. Massumi, Trans.). University of Minnesota Press.
Dovey, K., Wollan, S., & Woodcock, I. (2012). Placing Graffiti: Creating and Contesting Character in Inner-city Melbourne. Journal of Urban Design, 17(1), 21–41. https://doi.org/10.1080/13574809.2011.646248
Dubreil, S., Malinowski, D., & Maxim, H. H. (Eds.). (2023). Spatializing language studies: Pedagogical approaches in the linguistic landscape. Springer.
Ehret, C., & Leander, K. M. (2019). Introduction. In K. M. Leander & C. Ehret (Eds.), Affect in literacy teaching and learning (pp. 1–19). Routledge.
Elola, I., & Prada, J. (2020). Developing critical sociolinguistic awareness through linguistic landscapes in a mixed classroom: The case of Spanish in Texas. In D. Malinowski, H. H. Maxim, & S. Dubreil (Eds.), Language teaching in the linguistic landscape: Mobilizing pedagogy in public space (pp. 223–250). Springer. https://doi.org/10.1007/978-3-030-55761-4_11
Finlay, L. (2009). Embracing researcher subjectivity in phenomenological research: A response to Ann Scott. European Journal for Qualitative Research in Psychotherapy, 4, 13–19.
Garvin, R. T. (2010). Responses to the linguistic landscape in Memphis, Tennessee: An urban space in transition. In E. Shohamy, E. Ben-Rafael, & M. Barni (Eds.), Linguistic landscape in the city (pp. 252–271). Multilingual Matters.
Garvin, R. T. (2024). Affect. In R. Blackwood, S. Tufi, & W. Amos (Eds.), The Bloomsbury Handbook of Linguistic Landscapes. Bloomsbury.
Gorter, D. (2021). Multilingual inequality in public spaces: Towards an inclusive model of linguistic landscapes. In R. J. Blackwood & D. A. Dunlevy (Eds.), Multilingualism in public spaces: Empowering and transforming communities (pp. 13–30). Bloomsbury.
Hayik, R. (2017). Exploring the perceptions of passers-by through the participatory documentary photography tool PhotoVoice. Linguistic Landscape: An International Journal, 3(2), 187–212. https://doi.org/10.1075/ll.3.2.04hay
Jaworski, A., & Thurlow, C. (2010). Introducing semiotic landscapes. In A. Jaworski & C. Thurlow (Eds.), Semiotic landscapes: Language, image, space (pp. 1–40). Continuum.
Jones, R. H. (2017). Surveillant landscapes. Linguistic Landscape: An International Journal, 3(2), 149–186. https://doi.org/10.1075/ll.3.2.03jon
Krompák, E., Fernández-Mallat, V., & Meyer, S. (Eds.). (2022). Linguistic landscapes and educational spaces. Multilingual Matters.
Kubanyiova, M. (2008). Rethinking research ethics in contemporary applied linguistics: The tension between macroethical and microethical perspectives in situated research. The Modern Language Journal, 92(4), 503–518. https://doi.org/10.1111/j.1540-4781.2008.00784.x
Lefebvre, H. (1991). The production of space (D. Nicholson-Smith, Trans.). Blackwell.
Lou, J. (2016). The linguistic landscape of Chinatown: A sociolinguistic ethnography. Multilingual Matters.
Lu, X., & Martens, B. (2022). Methodological considerations for field-based linguistic landscape work. In E. Krompák & V. Todisco (Eds.), Sprache und Raum. Mehrsprachigkeit in der Bildungsforschung und in der Schule. Language and space. Multilingualism in educational research and in school (pp. 121–139). Hep Verlag.
Malinowski, D. (2015). Opening spaces of learning in the linguistic landscape. Linguistic Landscape, 1(1), 95–113.
Malinowski, D., Maxim, H. H., & Dubreil, S. (Eds.). (2020). Language teaching in the linguistic landscape: Mobilizing pedagogy in public space. Springer International Publishing. https://doi.org/10.1007/978-3-030-55761-4
Maxim, H. H. (2022, September 7). From the classroom to the strip mall: Student multiliteracies development in the linguistic landscape. 13th Linguistic Landscape Workshop, Universität Hamburg.
Maxim, H. H. (in press). Affecting multiliteracies in the linguistic landscape. In D. Gorter & E. Krompák (Eds.), Educational agency and activism in linguistic landscape studies. Peter Lang.
Melo-Pfeifer, S. (Ed.). (2023). Linguistic landscapes in language and teacher education: Multilingual teaching and learning inside and beyond the classroom. Springer.
Peck, A., & Stroud, C. (2015). Skinscapes. Linguistic Landscape, 1(1), 133–151.
Pennycook, A. (2019). Linguistic landscapes and semiotic assemblages. In M. Pütz & N. Mundt (Eds.), Expanding the linguistic landscape: Linguistic diversity, multimodality and the use of space as a semiotic resource (pp. 75–88). Multilingual Matters. https://doi.org/10.21832/9781788922166-007
Pienimäki, H.-M., Väisänen, T., & Hiippala, T. (2024). Making sense of linguistic diversity in Helsinki, Finland: The timespace of affects in the linguistic landscape. Journal of Sociolinguistics, 28(2), 3–21. https://doi.org/10.1111/josl.12633
Rowland, L. (2013). The pedagogical benefits of a linguistic landscape project in Japan. International Journal of Bilingual Education and Bilingualism, 16(4), 494–505.
Sayer, P. (2010). Using the linguistic landscape as a pedagogical resource. ELT Journal, 64(2), 143–154.
Seals, C. A., & Niedt, G. (Eds.). (2020). Linguistic landscapes beyond the classroom. Bloomsbury Academic.
Scollon, R., & Scollon, S. W. (2004). Nexus analysis: Discourse and the emerging Internet. Routledge.
Shohamy, E. (2015). LL research as expanding language and language policy. Linguistic Landscape: An International Journal, 1(1–2), 152–171. https://doi.org/10.1075/ll.1.1-2.09sho
Shohamy, E., & Abu Ghazaleh-Mahajneh, M. (2012). Linguistic landscape as a tool for interpreting language vitality: Arabic as a “minority” language in Israel. In D. Gorter, H. F. Marten, & L. V. Mensel (Eds.), Minority Languages in the Linguistic Landscape (pp. 89–106). Palgrave Macmillan.
Shohamy, E., & Pennycook, A. (2022). Language, pedagogy, and active participant engagment: Gaze in the multiliingual landscape (R. Blackwood & U. Røyneland, Eds.; pp. 31–47). Routledge.
Stroud, C., & Jegels, D. (2014). Semiotic landscapes and mobile narrations of place: Performing the local. International Journal of the Sociology of Language, 228, 179–199.
Tjandra, C. (2021). Supporting newcomer children’s language awareness, incidental language learning, and identity negotiation through the multilingual linguistic landscape: An exploratory case study. The Canadian Modern Language Review / La Revue Canadienne Des Langues Vivantes, 77(1), 1–22.
Trumper-Hecht, N. (2010). Linguistic landscape in mixed cities in Israel from the perspective of “walkers”: The case of Arabic. In E. Shohamy, E. Ben-Rafael, & M. Barni (Eds.), Linguistic Landscape in the City (pp. 235–251). Multilingual Matters.
Wee, L., & Goh, R. B. H. (2020). Language, space and cultural play: Theorising affect in the semiotic landscape. Cambridge University Press.
Zabrodskaja, A., & Milani, T. M. (2014). Signs in context: Multilingual and multimodal texts in semiotic space. International Journal of the Sociology of Language, 2014(228), 1–6. https://doi.org/10.1515/ijsl-2014-0002
Ziegler, E., Schmitz, U., & Uslucan, H.-H. (2019). Attitudes toward visual multilingualism in the linguistic landscape of the Ruhr area. In M. Pütz & N. Mundt (Eds.), Expanding the linguistic landscape: Linguistic diversity, multimodality and the use of space as a semiotic resource (pp. 264–299). Multilingual Matters.
