The linguistic landscape and materials development
Learning Chinese in Auckland
Despite the wide acceptance of the contributions of linguistic landscape (LL) research to sociolinguistic analyses, models of how the LL can be exploited to practise specific features of the language system have been lacking. In this study we focus on Mandarin Chinese, an important community language, to document the development of LL-based materials to practise language-specific elements of the linguistic system (such as understanding the hierarchical organisation of characters, decoding characters, identifying tones, and distinguishing different writing systems), in addition to cultural elements. Beginning with extensive local fieldwork to compile a dataset of Chinese-language signs, materials were developed using the content of signs considered to be representative for this context. Employing a MALL (Mobile-Assisted Language Learning) approach, materials were piloted with learners of Chinese. The results of this practical engagement are discussed, and we end with key recommendations for educationalists concerning the use of the LL as a resource for language acquisition.
Keywords: linguistic landscape, materials development, Chinese language, Chinese characters, out-of-class language learning, MALL, lexico-grammar, New Zealand
Published online: 11 March 2021
Badstüber-Kizik, C., & Janíková, V.
Bever, O., & Richardson, D.
(2020) Linguistic landscape as a tool for literacy-based language teaching and learning: application for the foreign language classroom. In D. Malinowski, & S. Tufi (Eds.) (2020) Reterritorializing linguistic landscapes: Questioning boundaries and opening spaces (pp.364–386). London: Bloomsbury Publishing.
Blommaert, J., & Maly, I.
Cenoz, J., & Gorter, D.
Chern, C. L., & Dooley, K.
Cohen, A., & Ezra, O.
(2012) Capturing the linguistic landscape of Edinburgh: A pedagogical tool to investigate student teachers’ understandings of cultural and linguistic diversity. In C. Helot, M. Barni, R. Janssens, & C. Bagna (Eds.), Linguistic landscapes, multilingualism, and social change (pp. 249–266). Frankfurt: Peter Lang.
Huang, B. R., & Liao, X. D.
Lee, J., & Ingold, T.
Leung, G. Y., & Wu, M. H.
Li, J., & Marshall, S.
Malinowski, D., & Tufi, S.
Maxim, H. H.
National Certificate of Educational Achievement (NCEA)
n.d.). Achievement standards: Chinese. https://ncea.tki.org.nz/Resources-for-Internally-Assessed-Achievement-Standards/Learning-languages/Chinese
Nouri, J., Cerratto-Pargman, T., Rossitto, C., & Ramberg, R.
Radio Lingua Ltd
(2009–2018) Walk, talk and learn French. Eight episodes. https://www.youtube.com/watch?v=vlOnrEnAnSQ
Shohamy, E., & Waksman, S.
Spoonley, P., & Meares, C.
Statistics New Zealand
n.d.). Customised dataset provided to the second author.
de Vries, H. P., Hamilton, R. T., & Voges, K.
Wilton, A., & Ludwig, C.
Woldemariam, H., & Lanza, E.
Xue, J., Friesen, W., & O’Sullivan, D.
Zhao, A., Guo, Y., & Dynia, J.