Street languages: An insight into linguistic landscapes for critical language education
Based on the conviction that the study of Linguistic Landscapes (LL) provides an optimal platform for critical linguistic education, we present a didactic initiative created within a participatory action-research project on the role of language in the construction of social inequality. Our open scie...
| Autores: | , , |
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| Tipo de recurso: | capítulo de libro |
| Fecha de publicación: | 2025 |
| País: | España |
| Institución: | Universidad Autónoma de Madrid |
| Repositorio: | Biblos-e Archivo. Repositorio Institucional de la UAM |
| Idioma: | inglés |
| OAI Identifier: | oai:repositorio.uam.es:10486/719035 |
| Acceso en línea: | http://hdl.handle.net/10486/719035 https://dx.doi.org/10.4324/9781032687087-9 |
| Access Level: | acceso embargado |
| Palabra clave: | linguistic landscapes street languages critical language education Filología |
| Sumario: | Based on the conviction that the study of Linguistic Landscapes (LL) provides an optimal platform for critical linguistic education, we present a didactic initiative created within a participatory action-research project on the role of language in the construction of social inequality. Our open science proposal for popular education focuses on how linguistic, sociocultural, and urban processes intersect, and how the spatial turn in LL may account for their co-construction. Illustrated with examples from the LL of Madrid, the proposal helps identify the inequalities that the landscape reveals (which, despite their ubiquity, tend to go unnoticed) and aims to mobilize the agency of speakers in the interest of more sociolinguistically just societies. We do this by following Paulo Freire’s conscientization method, which advocates a joint awareness that leads to action. In this chapter, we present the theoretical basis of our proposal and how we put it into practice in university classrooms. We also discuss an open-access guide we created to help replicate the experience and testimonies of students who took the steps proposed in the guide |
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