Bellaterra Journal of Teaching & Learning Language & Literature <p><strong><em>Bellaterra Journal of Teaching &amp; Learning Language &amp; Literature</em></strong> is an online peer-reviewed, multilingual academic journal with a focus on language and literature teaching methods. We publish outstanding research in these areas, written by graduate students or post-doctoral students (within five years of PhD completion), as well as invited contributions by internationally known scholars.</p> Departament de Didàctica de la Llengua, de la Literatura i de les Ciències Socials en-US Bellaterra Journal of Teaching & Learning Language & Literature 2013-6196 <p>By submitting a manuscripts, the author confirms that they are sole authors of the work, that it is original work and that the text does not contain any illegal content or anything that infringes author or other's rights. <strong>All authors are required to sign a copyright form before their article will be published, indicating that they have followed the ethics statement.</strong> Copyright clearance for reproduction of any figures, diagrams or charts from published works is sole responsibility of the author.</p><strong></strong> Learning from the streets: a state-of-the-art review about Linguistic Landscapes and Global Citizenship Education <p>In this article we discuss how Linguistic Landscapes (LL) as a pedagogical tool can be applied in the framework of Global Citizenship Education (GCE). We explore the pedagogical use of LL, which are the visible representation of multilingualism and diversity in public spaces, and their role for GCE practices. Research about LL has revealed their potential to support the development of students’ critical awareness of diversity, empathy towards culturally and linguistically diverse others, and agency for Social Linguistic Justice. The article emphasizes the synergistic relationship between GCE and LL. Through a comprehensive state-of-the-art literature review in both fields, in this article we argue for the potential of using LL as a pedagogical tool to promote GCE. Our conclusions underscore the potential of LL as a pedagogical tool that can support students to become critically informed, empathetic, and actively engaged global citizens, thus contributing to a more sustainable world.</p> Francisco Parrança da Silva Copyright (c) 2024 Francisco Parrança da Silva 2024-03-26 2024-03-26 17 1 e1294 e1294 10.5565/rev/jtl3.1294 “Their heritage language suddenly plays a role” – Teachers’ beliefs on integrating multilingual linguistic landscapes in the plurilingual language classroom <p>The aim of this article is to analyse teachers’ beliefs on integrating multilingual linguistic landscapes into the plurilingual language classroom. In an empirical study, a focus group interview was conducted with teachers of Spanish, French and Latin who have worked with linguistic landscapes in the realm of a language project day. Since teachers have generally positive beliefs towards plurilingualism, it remains underexplored what beliefs underlie their perspectives, namely heteroglossic and/or monoglossic perspectives. Using discourse and content analysis, beliefs can be placed on a continuum from a heteroglossic perspective (on plurilingual groups, interdisciplinarity and connecting languages) to a monoglossic perspective (on the special status of certain languages). Within this continuum, there are tensions in terms of ideologies, school structures, and teachers’ critical awareness that have the potential to lead to the co-construction of knowledge and learner-centred pedagogies.</p> Lisa Marie Brinkmannn Copyright (c) 2024 Lisa Marie Brinkmannn 2024-03-26 2024-03-26 17 1 e1268 e1268 10.5565/rev/jtl3.1268 “I have learned a lot of things about other neighborhoods”: Secondary students as Linguistic Landscapes ethnographers <p>Linguistic Landscape (LL) has been recognized as a valuable tool by foreign language teachers that allows them to incorporate the “outside” world into the classroom (Kruszynska &amp; Dolly, 2023). In this study, secondary school students, as ethnographers, investigated LL in their neighborhoods. Utilizing their critical thinking skills, they engaged with collected data and produced news report in which reflected on their ethnographic LL projects. The project prompted students to critically examine cultural practices from their own perspectives (Roberts et al., 2000).</p> <p>This project empowered the participants to actively contribute to the construction of their own knowledge, rather than being passive observers. It also provided insights into the students’ perspectives on the LL-based project. The findings indicate that LL-based tasks can serve as a powerful tool to enhance students’ awareness of their surroundings’ linguistic diversity and, if effectively utilized, can cultivate their critical and higher-order thinking skills.</p> Klaudia Anna Kruszynska Copyright (c) 2024 Klaudia Anan Kruszynska 2024-03-26 2024-03-26 17 1 e1265 e1265 10.5565/rev/jtl3.1265 Beyond Classroom Walls: High School Foreign Language Learning with Linguistic Landscape Activities <p>In addition to its widespread use in various disciplines, LL has garnered attention from researchers in education for its role in enhancing language learning and promoting linguistic diversity. However, its systematic integration into language teaching contexts, particularly in high school settings, remains limited. This paper aims to demonstrate how LL-centered activities were designed for integration into an 11th-grade English classroom in a public high school in southeastern Turkey. Over a 12-week period with 32 students, three LL-oriented tasks—Designing a job advertisement, Creating a T-shirt design, and Crafting a ‘Wanted’ sign—all aligned with the curriculum were implemented. Following the stages outlined by the pedagogical model of Linguistic Landscapes in Second Language Teaching and Learning (LLinL2TL), LL activities were systematically integrated. The objective is to provide a comprehensive illustration of the step-by-step integration of LL resources into high school English classrooms, supplemented by sample student works to offer a clear overview of the process. The study concludes by offering recommendations and implications for language education professionals.</p> Nesrin Bal Copyright (c) 2024 Nesrin Bal 2024-03-26 2024-03-26 17 1 e1345 e1345 10.5565/rev/jtl3.1345 Editor’s note: Unveiling the Pedagogical Advantages of Linguistic Landscapes: Insights from Secondary School Students, Teachers, and Field Experts <p>This monograph extends an invitation for the continued exploration of Linguistic Landscape (LL) as a valuable instrument in secondary and higher education classrooms. The research presented here underscores the benefits of LL in both foreign language and global citizen education (GCE) settings. This volume comprises a collection of five articles that delve into the utilization of LL as an educational tool, along with an interview featuring four LL experts. The articles within this collection offer diverse perspectives stemming from various educational contexts, including secondary school students, in-service secondary school teachers, and university lecturers.</p> Klaudia Anna Kruszynska Copyright (c) 2024 Klaudia Anan Kruszynska 2024-03-26 2024-03-26 17 1 e1342 e1342 10.5565/rev/jtl3.1342 “All we do has humans at its heart”: Linguistic Landscape’s Value in Scholarship and Pedagogy <p>Four prominent Linguistic Landscape (LL) scholars reflect on the value of LL research and its utility in education. Elana Shohamy is a Professor Emerita in the Multilingual Education program at Tel Aviv University. She has carried out extensive research on language policy, language testing, and LL, with a recent focus on injustices in the public space. David Malinowski is an Assistant Professor of Linguistics and Language Development at San José State University. His recent work focuses on education, language pedagogy and learning, and intersections between these areas and LL. Amiena Peck is an Associate Professor and Head of the Department of Linguistics at the University of the Western Cape. She has led innovative research in skinscapes, with a recent focus on autoethnography. Robert Blackwood is a Professor of French Sociolinguistics at the University of Liverpool. His recent work examines processes of memorialization in postcolonial Africa.</p> Marguerite Morlan Copyright (c) 2024 Marguerite Morlan 2024-03-26 2024-03-26 17 1 e1340 e1340 10.5565/rev/jtl3.1340 Embroidering Growth: A Narrative Inquiry into an EFL Teacher’s Development through Linguistic Landscapes <p>This study explores the Linguistic Landscapes (LL)-oriented professional development of an English as a Foreign Language (EFL) teacher through narrative inquiry. Focusing on her LL-centered growth in an educational setting, it captures her personal narratives to understand the impact of LL activities on her professional development. Utilizing interview, narrative frames, an open-ended survey, and an online presentation, the research tracks her journey from learning about LL to integrating it into teaching, conducting research, and writing a thesis. The findings are presented in a narrative through the metaphor of crafting a tapestry, symbolizing the participant’s professional journey. In-depth analysis reveals that the EFL teacher skillfully wove together the LL-centered classroom practices and research insights, creating an intricate tapestry of her professional development and showcasing her unwavering commitment to growth and the transformative impact of LL on her teaching journey. The study offers implications for language teachers’ development and future research recommendations.</p> Osman Solmaz Copyright (c) 2024 Osman Solmaz 2024-03-26 2024-03-26 17 1 e1343 e1343 10.5565/rev/jtl3.1343