The linguistic landscape of a colombian city for fostering multilingual and intercultural competences
Main Article Content
Keywords
Linguistic landscape, Linguistic competence, Intercultural competence, Multilingualism, Linguistic and cultural diversity
Abstract
When you go out on the streets, it can be observed how linguistic representations have become diverse environments in social, economic, cultural, and linguistic terms, which leads to the idea that society is surrounded by a Linguistic Landscape in its daily life, whether it be banners, signs, posters, advertisements, and so on. This article, framed in a qualitative research and sociolinguistic design, analyzes the contribution of the Linguistic Landscape of Tuluá to the strengthening of Linguistic and Intercultural Competence in the process of developing multilingualism of students in the Foreign Languages program. Through a photographic corpus, qualitative survey, and field journals, data were collected from 95 commercial establishments that had their name in a foreign language or in a different one to compile the perceptions and experiences shared by the establishments’ workers regarding the recognition of the Linguistic Landscape. The findings demonstrated that the LL of Tuluá offers a rich context for developing Linguistic and Intercultural Competence, fostering intercultural awareness and appreciation of linguistic and intercultural diversity. Therefore, it is concluded that the incorporation of the analysis of the Linguistic Landscape can contribute significantly to foreign language students as it can enrich learning experiences and the development of the skills necessary to face the challenges of today’s world.
References
Bastida and García (2012). Un paradigma educativo intercultural para impulsar la paz y el desarrollo local de las comunidades originarias. Ra Ximhai vol.8 ISSN: 1665-0441. Universidad Autónoma Indígena de México. DOI: https://www.redalyc.org/pdf/461/46123843002.pdf
Bengochea, N. (2019). Lenguas en la marquesina: análisis del paisaje lingüístico de barrios de la Ciudad de Buenos Aires. Signo y seña, (35), 47- 88. https://doi.org/10.34096/sys.n35.6937
Ben-Rafael, E. (2009). A Sociological Approach to the Study of Linguistic Landscapes. En I. G. Shohamy and D. Gorter (Eds.), Linguistic landscape: Expanding the scenery (1st edition). Routledge.
Betti, S. (2018). Apuntes sobre paisaje lingüístico. Un paseo por algunas ciudades estadounidenses. Cervantes Institute at AFS- Harvard University. DOI: https://cervantesobservatorio.fas. harvard.edu/es/informes/apuntes-sobre-paisajelinguistico-un-paseo-por-algunas-ciudadesestadounidenses
Blommaert, J. (2013). Ethnography, Superdiversity and Linguistic Landscapes: Chronicles of Complexity. DOI: https://doi. org/10.21832/9781783090419
Brown, S. (2021). Machine Learning, Explained. MIT Sloan School of Management, Cambridge. https://mitsloan.mit.edu/ideas-made-tomatter/machine-learning-explained
Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Clevedon, UK: Multilingual Matters. DOI: https://spada.uns. ac.id/pluginfile.php/253332/mod_resource/content/1/ ICC%20Byram.pdf
Byram, Gribkova, and Starkey. (2002). Developing the Intercultural Dimension in Language Teaching: a practical introduction for teachers. [Book]. Language Policy Division, Directorate of School, Outof-School and Higher Education, Council of Europe. DOI: https://discovery.ucl.ac.uk/id/eprint/1562524/
Byram, M., and Wagner, M. (2018). Making a difference: Language teaching for intercultural and international dialogue. Foreign Language Annals, 51(1), 140-151. DOI: https://doi.org/10.1111/flan.12319
Cenoz, J., and Gorter, D. (2008). The Linguistic Landscape as an additional source of input in second language acquisition. International Review of Applied Linguistics in Language Teaching, 46(3), 267–287. DOI: https://doi.org/10.1515/IRAL.2008.012
Cenoz, J., and Gorter, D. (2017): Minority languages and sustainable translanguaging: threat or opportunity?, Journal of Multilingual and Multicultural Development, DOI: https://doi.org/10.1080/01434632 .2017.1284855
Council of Europe. (2021). Marco Común Europeo de Referencia para Lenguas: Aprendizaje, Enseñanza, Evaluación. Companion Volume With New Descriptors, del Consejo Europeo. DOI: https://rm.coe.int/cefr-companion-volume-with-newdescriptors-2018/1680787989
Coulmas, F. (2009). Linguistic landscaping and the seed of the public sphere. In E. S. Gorter, Linguistic Landscape Expanding the Scenery (pages. 13-24). New York: Taylor and Francis e-Library. DOI: https://books.google.com.co/books?id=YH2QAgAAQBAJ&printsec=frontcover&redir_ esc=y#v=onepage&q&f=false
Article Sidebar
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors will keep their copyright and guarantee the journal the right of first publication of their work, which will be simultaneously subject to the Creative Commons Recognition License that allows third parties to share the work whenever its author is indicated and his first publication this magazine.
Revista Boletín Redipe by Red Iberoamericana de Pedagogía is licensed under a Creative Commons Attribution 4.0 International License.
Leidy Dayan Perlaza Torres, Uceva University, Colombia
Professor in the Foreign Languages program with an emphasis in English at UCEVA, Colombia. Coordinator of the Master's program in Bilingualism and Education. Research professor with the Applied Linguistics Research group – ILA. Master's degree in Bilingualism and Education. Bachelor's degree in Basic Education with an emphasis in Foreign Languages - UCEVA.
Heberth Caicedo Saldaña, Uceva University, Colombia
Associate Professor in the Foreign Languages program with an emphasis in English at UCEVA. Director of the Applied Linguistics Research Group – ILA. PhD in Linguistic Sciences. Master's in Bilingualism from Universidad del Valle. Bachelor's degree in Modern Languages and Translation from Universidad del Quindío.
Walter Vargas Urrego, Uceva University, Colombia
Lecturer at the Faculty of Educational Sciences of the Central University of Valle del Cauca (UCEVA), Colombia. Doctoral student in Education, Venezuela. Master's degree in Bilingual Education from the International University of La Rioja, Spain. Bachelor's degree in Basic Education with an emphasis in Foreign Languages - UCEVA.
Yurani Giraldo Toro, Uceva University, Colombia
Lecturer in the Foreign Languages program with an emphasis on English at UCEVA. Master's degree in Educational Technology. Bachelor's degree in Foreign Languages with an emphasis on French and Spanish - Universidad de la Salle.