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Article published In: Linguistic Landscape
Vol. 8:1 (2022) ► pp.56–84

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Developing beginning language learners’ (meta-)cultural understanding via student-led Linguistic Landscape research

 | Loyola Marymount University
 | Georgia State University
 | Emory University
Published online: 30 July 2021
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https://doi.org/10.1075/ll.20022.li
Abstract
Practitioners of additional-language (AL) education have consistently argued for the pedagogical benefits of engaging students in Linguistic Landscape (LL) research. The potential of how LL study may contribute to students’ development in (meta-)cultural understanding is yet to be explored. Additionally, while a number of present studies target students at the intermediate or advanced level, student-led LL research projects designed for learners with beginning AL proficiency are under-explored. This paper seeks to fill these gaps by offering a study of undergraduate students learning Chinese and those learning Korean in their first year in the United States. Analysis of student work and pre- and post-project survey data demonstrates that engaging beginning learners of AL in LL research enables them to develop enriched and nuanced understanding of cultural authenticity as well as a deeper appreciation of their target culture. In other words, it is beneficial for promoting their meta-cultural as well as culture-specific learning.
요약
추가적 언어 (Additional Language) 교육의 실무자들은 언어경관 (Linguistics Landscape) 연구에 학생들을 참여시키는 것이 교육학적으로 장점이 있임을 지속적으로 주장해 왔다. 언어경관 연구가 학생들의 (메타) 문화적 이해를 발달시키는데 어떻게 기여할 수 있는지에 대해서는 아직 깊이 연구되지 않았다. 또한 많은 현재 연구가 중급 또는 고급 수준의 학생들을 대상으로 하는 반면, 초급 수순의 추가적 언어 학습자를 위해 설계된 학생 주도 언어경관 연구 과제는 미미한 상황이다. 이러한 연구의 공백을 메우고자, 본 논문은 미국에서 첫 해에 중국어를 배우는 대학생과 한국어를 배우는 대학생들을 대상으로 한다. 학생들의 과제에 대한 분석 및 과제 전후 설문 조사 자료는 주도적인 초급 수준의 추가적 언어 학습자가 언어경관 연구를 통해 문화적 진정성(cultural authenticity)에 대한 풍부하면서도 미묘한 이해를 개발할 수 있을 뿐 아니라 대상 문화에 대한 더 깊은 이해와 감상을 가능케 할 수 있음을 보여준다. 다시 말해, 메타 문화 및 각 문화별 학습을 촉진하는 데 도움이 된다 할 수 있다.
Article outline
  • 1.Introduction
  • 2.Background
    • 2.1Research on AL learning in LL
    • 2.2Cultural authenticity
    • 2.3Chinese and Korean demographics in Atlanta
  • 3.Description of the course project
    • 3.1Instructional context
    • 3.2The students
    • 3.3Procedures
      • Language background survey
      • Grouping
      • Field trips
      • Individual rating
      • Within-language rating
      • Across-language rating
      • Presentation
  • 4.Data collection
    • Pre-project survey
    • Post-project survey
    • Presentations
  • 5.Data analysis and discussion
    • 5.1Chinese learners
      • 5.1.1Student understanding about cultural authenticity
      • 5.1.2Student understanding about the Chinese culture
    • 5.2Korean learners
      • 5.2.1Student understanding about cultural authenticity
      • 5.2.2Student understanding about the Korean culture
  • 6.Conclusion
  • References
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