teaching and learning about linguistic …

TEACHING AND LEARNING ABOUT LINGUISTIC LANDSCAPES IN SCHOOLS:

A STUDENT-INVOLVED RESEARCH AND ANALYSIS CURRICULUM FOR

ENGLISH LANGUAGE LEARNERS IN MIDDLE SCHOOL

Suzanne Regina Buresh Bullock

A capstone project submitted in partial fulfillment of the requirements for the degree of Master of Arts in Teaching English to Speakers of Other Languages.

Hamline University

Saint Paul, Minnesota

August 2020

Capstone Project Facilitator: Trish Harvey Content Advisor: Andrew Parker

Project Description

The goal of my capstone project is to help students learn to analyze their linguistic

surroundings more closely so that they can realize inequities that may exist and make

changes to those surroundings that will benefit themselves, their fellow students, family

members, and even community members who visit their school. This project is a

three-week curricular unit for teachers to use that will answer my research question: How

can students learn to research and think critically about the linguistic landscape in and

around their school and come up with ideas to create changes in the linguistic landscape

of their school? The title of the curricular unit is Investigating Linguistic Landscapes in

Middle School. The intended audience for this project is middle school students in grades

seven and eight at an urban charter school in Minneapolis.

The linguistic landscape (LL) of a neighborhood, of a village, or of an entire city

is what we see when we interact with the world: this includes signage such as billboards,

signs, advertisements, even the menu scrawled on a chalkboard at the local coffee shop.

The languages that are present (or not present) on the signage of an area, how those

languages are represented, and who the different types of signage are meant to appeal to

are all factors that make up the LL of a certain neighborhood, village, or city. In this

project, students will be focusing on the LL of their own school. Positive changes made

to the linguistic landscapes in our schools can help students, families, and community

members feel more welcome in our schools while accurately reflecting not only the

languages and cultures that our students represent, but also the ideologies of

multilingualism and equity that our schools claim to support. By involving students

themselves in the research, documentation, and analysis of the existing linguistic

landscape in and around their school, students can be motivated to initiate positive

changes to the linguistic landscape that will have a lasting impact for years to come.

This curricular unit is presented on Google Slides. Teachers at my school are

required to use Google Classroom and therefore the students are very familiar with

lessons presented on Google Slides. There are fifteen lessons in total. The lessons are

written for class periods lasting 45 minutes. Each lesson begins with a slide containing

the week and day of the lesson along with the name of the lesson. The teacher will simply

read the slides aloud to the students as they progress through the lesson. Each slide

contains information about what the students will do. In the notes below the slides,

approximate times are given for how long each activity should take. All supplemental

graphic organizer worksheets and the final presentation assessment rubric are included in

a separate folder, accessible via a link at the beginning of the slideshow. As the students

progress throughout the lessons, the teacher will need to insert images that the class has

gathered onto some of the slides where indicated.

By the end of this unit, students will be able to document and analyze signage in

the school that makes up the linguistic landscape, create new signage that accurately

represents the multilingual population of the school, and explain how having an equitable

linguistic landscape at school is beneficial. Formative assessments of learning will

include journal entries and group discussions throughout the unit, and the completion of

three graphic organizer worksheets. Summative assessments of learning will include final

small-group presentations and a written critical analysis reflection.

Here is a link to the curricular unit in the format of Google Slides which includes

informational slides for the teacher (slides 1-13) and the fifteen daily lessons that make

up the entire three-week unit (slides 14-167):

Investigating Linguistic Landscapes in Middle School: A three-week unit for grades 7 & 8

REFERENCES

Aladjem, R., & Jou, B. (2016). The linguistic landscape as a learning space for

contextual language learning. Journal of Learning Spaces, 5(2), 66.

Biró, Enikő. (2016). Learning schoolscapes in a minority setting. Acta Universitatis

Sapientiae: Philologica, 8(2), 109-121. doi:10.1515/ausp-2016-0021

Burwell, C., & Lenters, K. (2015). Word on the street: Investigating linguistic

landscapes with urban Canadian youth. Pedagogies: An International Journal,

10(3), 1-21. doi:10.1080/1554480X.2015.1029481

Chern, C., & Dooley, K. (2014). Learning English by walking down the street. Elt

Journal, 68(2), 113-123. doi:10.1093/elt/cct067

Menken, K., Perez Rosario, V., & Guzman Valerio, L. A. (2018). Increasing

multilingualism in schoolscapes. Linguistic Landscape, (4:2), 101-127.

Retrieved from https://doi.org/10.1075/ll.17024.men

Minnesota Department of Education. (2010). Minnesota Academic Standards.

https://education.mn.gov/mdeprod/idcplg?IdcService=GET_FILE&dDocName

=005238&RevisionSelectionMethod=latestReleased&Rendition=primary

Wiggins, G. P. (2011). In McTighe J. (Ed.), The understanding by design guide to

creating high-quality units. Alexandria, Va.: ASCD.

Investigating Linguistic Landscapes in Middle School

A three-week unit for grades 7 and 8

Written by Suzanne Regina Buresh BullockJuly, 2020

The purpose of this curriculum:

The aim of this curriculum is to help students learn to analyze their linguistic

surroundings more closely so that they can realize inequities that may exist

and make changes to those surroundings that will benefit themselves, their

fellow students, family members, and even community members who visit

their school.

Unit goals:

Students will be able to…

...document and analyze signage in the school that makes up the linguistic landscape.

...create new signage that accurately represents the multilingual population of the school.

...explain how having an equitable linguistic landscape at school is beneficial.

Minnesota State Standards addressed in this curriculum:

MN K-12 Academic Standards in English Language Arts

7.7.2.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through

the selection, organization, and analysis of relevant content. A. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using

strategies such as definition,classification, comparison/contrast,and cause/effect; include formatting (e.g., headings graphics (e.g.,charts, tables), and multimedia when useful to aiding comprehension.

B. Develop the topic with relevant facts, definitions,concrete details, quotations, or other information and examples.

C. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. D. Use precise language and domain-specific vocabulary to inform about or explain the topic. E. Establish and maintain a formal style. F. Provide a concluding statement or section that follows from and supports the information or explanation

presented.

7.9.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse

partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. A. Come to discussions prepared, having read or researched material under study; explicitly draw on that

preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. B. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual

roles as needed.C. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant

observations and ideas that bring the discussion back on topic as needed. D. Acknowledge new information expressed by others and, when warranted, modify their own views. E. Cooperate, mediate, and problem solve to make decisions as appropriate for productive group discussion.

7.9.4.4 Present claims and findings, respect intellectual properties, emphasize salient points in a focused, coherent

manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

7.9.5.5Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize

salient points.

Benefits of this unit:

Positive changes made to the linguistic landscapes in our schools can help students,

families, and community members feel more welcome in our schools while accurately

reflecting not only the languages and cultures that our students represent, but also the

ideologies of multilingualism and equity that our schools claim to support. By involving

students themselves in the research, documentation, and analysis of the existing linguistic

landscape in and around their school, students can be motivated to initiate positive

changes to the linguistic landscape that will have a lasting impact for years to come.

Instructional strategies used:● Pair and group discussions● Teacher-modeled investigation followed by student-led

investigation● Note-taking and analysis on graphic organizers● Walking tour technique ● Use of technology to record findings● Use of Google Slides for final group presentations● Journal reflections● Creation of improved signage for final presentations

Assessment of learning:

Formative:Journal entries throughout the unitGroup discussions throughout the unitCompletion of 3 graphic organizers

Summative:Detective Agency presentationsCritical Analysis reflection

Materials needed:15 Google Slideshow lessonsComputer with Smartboard to present Google Slideshow lessonsChromebooks for teacher and for each studentClipboards and writing utensils for each studentCopies of 4 graphic organizers for each studentCopies of rubric for Google Slides presentation for each studentStudent journalsSign-making materials (art supplies, poster boards, etc.)Sign-hanging materials (tape, staples, nails, etc.)

Unit outline: Week 1

Day 1: Introduction to Linguistic Landscapes

Day 2: Becoming Language Detectives

Day 3: Observing Linguistic Landscapes

Day 4: Walking Tour (Whole Class Activity)

Day 5: Analyzing Linguistic Landscapes

Day 1: Walking Tour (Small Group Activity)

Day 2: Walking Tour (Small Group Activity)

Day 3: Preparation for Final Presentation

Day 4: Analyzing our Findings

Day 5: Work on Final Presentations

Day 1: Equity in Linguistic Landscapes

Day 2: Improving Linguistic Landscapes

Day 3: Displaying and Presenting our Improvements

Day 4: Final Presentations

Day 5: Critical Reflection and Discussion

Link to supplemental materials (graphic organizers and assessment rubric):

Investigating Linguistic Landscapes in Middle School: Supplemental Materials

Linguistic Landscapes

Week 1 Day 1

Introduction to Linguistic Landscapes

Warm up: Think and Write

In your journal, write down these two words:

linguistic

landscape

Then, write down everything that comes to mind when you think about these two words. There are no wrong answers!

Partner Discussion

Now, with a partner, discuss what you wrote about the two words.

What did you write that is similar?

What did you write that is different?

Group Share

Now we will share as a group.

Pick out your top two words or phrases from each partner pair for each word.

One person per pair will share these two words or phrases out loud and I will write them on the “Linguistic Landscape

Brainstorm” paper.

Definition

In your journal, write down the “official” definition of linguistic landscape:

Linguistic Landscape: The language of public road signs, advertising billboards, street

names, place names, commercial shop signs, and public signs on governmental

buildings...of a given territory, region, or urban area.

Think About This

That’s a BIG definition! So what does it really mean?

We are surrounded every day by linguistic landscapes.

The next slides show some examples of where we can find linguistic landscapes.

In a neighborhood:

https://en.wikipedia.org/wiki/File:Welcome_Lonsdale_Community.jpg

https://www.denverpost.com/2013/04/29/tiny-libraries-in-front-yards-across-colorado-inspire-love-of-books/

https://wigglywisdom.com/neighborhood-watch-program-pros-cons/

https://www.rawpixel.com/search?similar=421708&page=1

https://pxhere.com/en/photo/208503

In a city:

https://www.wallpaperflare.com/green-shutter-door-callum-hill-sprayed-black-roller-store-wallpaper-zazlt

https://www.peakpx.com/543946/green-252-miles-of-trails-poster

https://www.wallpaperflare.com/photo-of-come-in-we-re-hiring-signage-building-neon-sign-wallpaper-zrqvu

In a restaurant:

https://www.wallpaperflare.com/sign-restaurant-funny-design-alaska-ketchikan-mexican-wallpaper-ggaoj

https://www.wallpaperflare.com/black-closed-sign-symbol-signing-restaurant-coffee-shop-wallpaper-zgeze

https://nypl.getarchive.net/media/daily-menu-held-by-streets-of-mexico-restaurant-at-pan-american-exposition-c770ec

https://www.wallpaperflare.com/hot-chocolate-signage-menu-coffee-coffee-shop-brugge-bruges-wallpaper-zjcio

https://www.flickr.com/photos/91689877@N03/41597633270/

https://www.publicdomainpictures.net/en/view-image.php?image=29189&picture=restroom-sign

In and around a school:

https://www.flickr.com/photos/ell-r-brown/8440373283/

https://www.moody.af.mil/News/Features/Display/Article/212410/moody-helps-protect-children-from-bullies/

https://www.flickr.com/photos/47823583@N03/4555671658/

https://www.tyndall.af.mil/News/Article-Display/Article/1933207/back-to-school-safety/

https://www.flickr.com/photos/inkdroid/27505167336

https://www.flickr.com/photos/bigcitysigns/15883418722

Now It’s Your Turn!Take a minute to think of some more places in our lives

where we can find linguistic landscapes.

Write down at least five places in your journals.

Then, raise your hand and share with the class. I will write these places down on our large poster up front.

Be Aware!

As you go about the rest of your day, be aware of the linguistic

landscapes around you. Look for where you see different signs and what

you notice about them. We will share our observations tomorrow.

Week 1 Day 2

Becoming Language Detectives

Warm up: Think and WriteIn your journal, write down some places that you noticed

linguistic landscapes yesterday.

What were some of the signs you saw?

What did they say?

Where were they located?

What language was used on the signs?

Group Share

Raise your hands and tell me some of the things that

you wrote down.

We will discuss this as a class.

Group Discussion

Let’s talk about our school.

Do you feel like our school has a welcoming environment?

Do you think all students feel welcome in our school?

Why or why not?

What languages do people at our school speak?

Do your family members feel comfortable in our school when they come to visit?

Guess what?We are going to be

LANGUAGE DETECTIVES!

https://freesvg.org/detectives-silhouette

What will we do as LANGUAGE DETECTIVES?

We will

Investigate

Document

Discuss

and Make Changes to

the LINGUISTIC LANDSCAPE at our school!

What does a LANGUAGE DETECTIVE do?

I will pass out

this graphic

organizer to

each of you

and we will fill

it out

together.

Investigate-Walking tour technique:

We will walk around the school, both inside and outside, to look at the linguistic landscape of our school.

Places that we will look at:

Classrooms Cafeteria Front Office Library

Hallways Gym Playground Parking lot

Entryway Bathrooms (yes, bathrooms!)

https://www.shutterstock.com/search/woman+detective+cartoon

https://www.pngfind.com/mpng/oobJJT_detective-emoji-detective-icon-hd-png-download/

DocumentTo document the linguistic landscape of our school, we will

use our Chromebooks to take pictures and videos.

We will divide into groups, and each group will document one area of the school.

https://www.123rf.com/photo_77700502_stock-vector-colorful-image-cartoon-laptop-screen-display-modern-style-vector-illustration.html

DiscussWe will answer questions about what we discovered when we documented the

linguistic landscape (LL).

Examples of questions:

What languages are represented in the LL?

Does one certain language usually appear first in a multilingual sign?

Are there any languages spoken at our school that are NOT represented in the LL?

What areas of our school feel the most welcoming to you? Why?

What areas of our school’s LL are not very inclusive to our students who have a native language other than English? How about to their families or community members?

We are out of time for today!I want you to think of what we can do to Make Changes to the LL at our school.

Tomorrow, your warm-up will be to write down some ideas and we will share them as a group.

Keep your graphic organizer until tomorrow and we will finish filling it out!

http://www.iconarchive.com/show/noto-emoji-people-profession-icons-by-google/10464-woman-detective-icon.html

Week 1 Day 3

Observing Linguistic Landscapes

Warm up: Think and WriteIn your journal, write down some ideas that you came up with

for how changes could be made to the LL at our school.

Group Share

you wrote down.

Now, get out your graphic organizer from yesterday.

Make ChangesOur goal as LANGUAGE DETECTIVES is to make positive

changes to the LL of our school so that it is more welcoming and equitable for all of our students, families, and community

members.

How can we make changes?

We will make new signs to replace and add to the existing LL in our school!

https://depositphotos.com/vector-images/detective-cartoon.html

Tomorrow we will be LANGUAGE DETECTIVES!

We will be going outside as a class and investigating the LL

around our school!

You will be recording your observations and I will be taking pictures with my Chromebook.

Next week, you will work in groups to investigate the LL in different areas of our school.

Let’s practice observations of the LL.I will show you 10 images from the LL here in Minneapolis.

We will discuss and record answers to these questions:

What does the sign say?

Where do you think this sign is located?

What language(s) are used?

What type(s) of people does this sign appeal to?

Image #1

https://www.americanexperiment.org/2017/03/refugee-data-thats-not-minnesota-nice/

Image #2

https://www.minneapolisparks.org/news/2020/04/01/minneapolis-park-and-recreation-board-issues-plea-to-park-and-trail-users-to-take-social-distancing-measures-seriously/

Image #3

https://www.thecurrent.org/feature/2019/06/12/somali-music-cedar-riverside-minneapolis

Image #4

http://mnsmokefreehousing.org/resources/property-managers/

Image #5

https://en.m.wikipedia.org/wiki/File:Library_sign_English-Spanish.JPG

Image #6

https://www.sctimes.com/story/news/local/2020/04/20/what-know-2020-construction-season-central-minnesota-stearns-st-cloud-benton-road/5145020002/

Image #7

https://www.twincities.com/2019/08/22/the-signs-they-are-a-changin-minneapolis-park-board-renames-roads-near-bde-maka-ska/

Image #8

https://www.wbur.org/cognoscenti/2020/04/09/latino-outbreak-coronavirus-east-boston-anita-chary

Image #9

https://twincities.eater.com/2017/7/10/15944140/dulonos-pizza-uptown-closed-delivery-minneapolis

Image #10

https://www.mndaily.com/staff/caitlin-anderson

Week 1 Day 4

Walking Tour: Whole Class Activity

Ok, LANGUAGE DETECTIVES!

We are ready to

GET STARTED!

Each of you will need:A clipboard: 2 copies of this worksheet:

A pencil:

https://adamtheautomator.com/powershell-copy-to-clipboard/

https://dlpng.com/png/1219246

Today we will do a Walking Tour of the area around our school outside.

We will do this together. I will be the only one with a Chromebook today.

YOU will be the recorders.

We will pick 10 signs from the area outside of our school and take pictures of those signs.

On your recording sheet, you will fill out:

What does the sign say?

Where is this sign located?

What language(s) are used?

And you will draw a rough sketch of each sign.

Let’s Go!

Week 1 Day 5

Analyzing Linguistic Landscapes

Warm up: Think and WriteIn your journal, write about our Walking Tour yesterday.

Did you enjoy the Walking Tour?

What did you learn from the Walking Tour?

Can you think of any changes that need to be made to the LL outside of our school?

Group Share

you wrote down.

It’s time to be LANGUAGE DETECTIVES again!

Today we will DISCUSS our findings.

https://www.shutterstock.com/search/woman+dete

https://www.vectorstock.com/royalty-free-vector/cute-cat-detective-cartoon-vector-11623459

We will look at the 10 pictures that we took yesterday.

Get out your recording sheets from yesterday.

The LL outside of our school.The next 10 slides will show the pictures that we took yesterday.

We will share our findings for each one as a class.

Image #1(insert image here)

AnalysisAnalyzing our findings is a very important part of our job as

LANGUAGE DETECTIVES.

AnalysisYou will each fill out this LL analysis worksheet as we discuss

the questions together.

Analysis: Question 1What languages do students and their

families speak at our school?

Analysis: Question 2What languages are represented in the

LL outside of our school?

Analysis: Question 3Are there any multilingual signs?

If so, which language is represented first

the most often?

Analysis: Question 4Spanish is one language spoken by

students and their families at our school.

Are there any signs in Spanish?

Analysis: Question 5Hmong is one language spoken by

Are there any signs in Hmong?

Analysis: Question 6Somali is one language spoken by

Are there any signs in Somali?

Analysis: Question 7English is one language spoken by

Are there any signs in English?

Analysis: Question 8So, do you think all students and their

families feel a welcoming environment in

this area of our school? Why or why not?

Analysis: Question 9How do you think the LL in this area of

our school might affect the cultural

identity of a Spanish-speaking student?

A Hmong-speaking student?

A Somali-speaking student?

An English-speaking student?https://depositphotos.com/vector-images/detective-cartoon.html

Analysis: Question 10Who do you think were the agent(s) of

the LL in this area of our school?

Agent = The person or entity that decided on which

signs would be used and where they would be

placed.

Analysis: Question 11Do you think the LL in this area of our

school is acceptable?

If not, what could be done to improve the

LL in this area of our school to make it

more equitable?

Week 2 Day 1

Walking Tour: Small Group Activity

Are you ready?You are going to be LANGUAGE DETECTIVES on your own!

https://www.kindpng.com/imgv/TxJbTow_animal-clipart-detective-cartoon-penguin-hd-png-download/

We will divide into 5 small groups.

3-4 students per group.

Group roles:

1 tour guide

1 photographer

1-2 recorder(s)

Each group will need:1 clip board: 1 Chromebook:

1 pencil: 2 copies of this sheet:https://adamtheautomator.com/powershell-copy-to-clipboard/

https://dlpng.com/png/1219246

https://www.123rf.com/photo_77700502_stock-vector-colorful-image-cartoon-laptop-screen-display-modern-style-vector-illustration.html

Let’s get ready!Divide into groups

Decide on your group roles

Gather your materials

Pick a name for your Detective Agency.

This will be your group name. Be creative!

Each group will investigate one area.I will write in the name of the Detective Agency assigned to each area.

Classrooms (3 classrooms not being used this hour) ______________________________

Cafeteria and Gym _________________________________

Entryway and Front Office area ______________________________________

Library and Bathrooms ______________________________________

Hallways ____________________________________________

Ok, LANGUAGE DETECTIVES! Good luck!You will have the rest of today’s class period and all of tomorrow’s class period to

complete the walking tour of your area(s).

The Tour Guide will lead the tour.

The Photographer will use the Chromebook to take pictures of the LL.

The Recorder(s) will fill out the sheets.

Your Detective Agency needs to find 10 examples of the LL in your area!

Week 2 Day 2

Walking Tour: Small Group Activity

Gather with your Detective Agency.You will have today’s class period to finish your LL investigation.

Week 2 Day 3

Preparation for Final Presentation

Warm up: Think and WriteIn your journal, write about your Walking Tour yesterday.

Did you enjoy the Walking Tour?

What did you learn from the Walking Tour?

Can you think of any changes that need to be made to the LL in our school?

Group Share

you wrote down.

Let’s talk about the assessment!You will be working with your Detective Agency to create a

presentation on Google Slides.

You will present your slideshow as a group.

The slideshow will be due next Thursday (Week 3 Day 4).

The presentations will be given next Thursday (Week 3 Day 4).

What will the presentation include?-All 10 images of the LL that your Detective Agency documented

-An analysis of the 10 images that addresses all 11 questions on the LL analysis sheet

-An explanation of why the images in the LL are acceptable or not, and why it is important that the LL of our school be equitable.

-Your Detective Agency will choose 5 images to improve. You will create new signs to replace or supplement the existing ones.

-Your presentation will show those 5 improved images and explain why they are more equitable.

Let’s look at the rubric:

Alright, LANGUAGE DETECTIVES!Go ahead and sit with your Detective Agency.

AnalysisIt’s time to put the 10 images that you documented onto Google Slides.

Then, you will fill out the Analyzing Linguistic Landscapes worksheet as a group.

Week 2 Day 4

Analyzing our Findings

Alright, LANGUAGE DETECTIVES!Go ahead and sit with your Detective Agency.

AnalysisYou should have your 10 images uploaded onto Google Slides.

You can finish filling out the Analyzing Linguistic Landscapes worksheet as a group.

Work on your presentation:

Let’s do

Let’s look again at what is required:-All 10 images of the LL that your Detective Agency documented

-Your presentation will show those 5 improved images and explain why they are more equitable.

(The highlighted parts will be completed next week)

Ok, DETECTIVES! Time to work!

https://www.123rf.com/photo_127476734_stock-vector-male-and-female-detective--retro-cartoon-police-agent-detective-vector-illustration.html

Week 2 Day 5

Work on Final Presentations

Ok, LANGUAGE DETECTIVES!Go ahead and sit with your Detective Agency.

Work on your presentation:By the end of class today, you will need to have the majority of

your Google Slides presentation ready to go.

https://www.facebook.com/hwpolifestyle/

Great job on your presentations!I have been walking around and I see some excellent presentations!

Your last task today is to consult with your fellow detectives in your Detective Agency. You need to agree on 5 images from the LL that you will make changes to

next week.

Please make a list of which images you will improve and turn it in as you leave class today.

Week 3 Day 1

Equity in Linguistic Landscapes

Warm up: Think and WriteI am handing back your lists of which 5 images your Detective

Agency decided to improve this week.

List those images in your journal.

Why did your group choose these 5 images?

What will you do to make them better?

How will these improvements make our school more equitable?

Group Share

you wrote down.

Today you will work on making new and improved signs for the LL in our school!

By the end of class tomorrow you will:

Finish making 5 improved signs

Let’s look at some examples of improved, multilingual LLs in schools.

Think about how and why these LLs are more equitable.

We will discuss together as we go through the examples.

https://www.little-linguist.co.uk/multilingual-school-signs.html

https://www.signpac.com.au/product/multi-language-signs/

https://www.languagelizard.com/Classroom-Signs-Multilingual-Edition-p/frplay.htm

https://www.upsondowns.co.uk/multilingual-school-sign.html

https://safetyblog.nationalmarker.com/education-training/back-to-school-how-bilingual-signs-help-classroom-communication/

https://katemenken.files.wordpress.com/2018/10/menken-pc3a9rez-guzmc3a1n-increasing-multilingualism-in-schoolscapes.pdf

https://www.creativesafetysupply.com/please-keep-6-ft-apart-blue-bilingual-floor-sign/?gclid=EAIaIQobChMIp6SoraWv6gIVicDACh1OVA19EAQYASABEgJnZfD_BwE

http://www.safetyemporium.com/03470

https://www.safetysign.com/products/11983/bilingual-notice-use-hand-sanitizer-wear-face-mask-sign

https://www.pinterest.co.uk/pin/85005511697029309/

Ok, you will have the rest of class today and tomorrow to make your improved LL signs!

Week 3 Day 2

Improving Linguistic Landscapes

Today you will finish making new and improved signs for the LL in our school!

By the end of class today you will:

Finish making 5 improved signs

Check with me for final approval of those 5 signs

Be ready to hang your new signs tomorrow!

Week 3 Day 3

Displaying and Presenting our Improvements

I see some really great work!You all worked really hard on making improved signs for the

LL in our school!

NICE JOB!

Today you will:

Hang your 5 signs

Take pictures of the improved LL with your Chromebook

Finish your Google Slides presentation

**Be ready to present tomorrow!**

Let’s review the presentation requirements again:

-All 10 images of the LL that your Detective Agency documented

-Your presentation will show those 5 improved images and explain why they are more equitable. (This is the part you will add today)

Let’s look at the rubric again:

Ok, gather with your Detective Agency!

You will need:

Your 5 signs

1 Chromebook

Materials for hanging new signs

Once you are done hanging your signs and taking pictures, come back and finish your

presentation.

Good luck,

LANGUAGE DETECTIVES!http://www.iconarchive.com/show/noto-emoji-people-profession-icons-by-google/10464-woman-detective-icon.html

Week 3 Day 4

Final Presentations

Welcome to Presentation Day!

ready?

Sit with your Detective Agency.

Take 10 minutes to review your presentation.

Decide who will talk about each part.

Ok, let’s see some

SPECTACULAR

presentations!!

Week 3 Day 5

Critical Reflection and Discussion

We did it!We worked hard and made some

FANTASTIC

improvements to the LL at our school!!

Let’s take a look at some of the

NEW and IMPROVED

signs in our school!

Images #1 and #2(insert images here)

Images #25(insert images here)

Critical ReflectionReflecting on what we learned is a very important part of our

job as LANGUAGE DETECTIVES.

AnalysisYou will each fill out this Critical Reflection worksheet as we

discuss the questions together.

Critical Reflection: Question 1What did you notice about the

original LL of our school?

Critical Reflection: Question 2

How are different languages used in our school?

Critical Reflection: Question 3How were different languages

represented in the LL of our school before we made improvements?

Critical Reflection: Question 4How are different languages represented in the LL of our

school now?

Critical Reflection: Question 5Are you taking notice of the LL in your

community more now?

What types of things are you noticing?

Critical Reflection: Question 6What are two things you can teach

others about LLs?

Critical Reflection: Question 7Why is it important that LLs in schools and communities are

equitable?

Name_____________________

We are LANGUAGE DETECTIVES!

What does a LANGUAGE DETECTIVE do?

Investigate

Document

Discuss

Make Changes

Name_____________________

Investigating Linguistic Landscapes

What does the

sign say?

Where is this

sign located?

What language(s)

are used?

Draw a rough

sketch of this

Name_____________________

Analyzing Linguistic Landscapes

1. What languages do students and their families speak at our

school?

2. What languages are represented in the LL outside of our school?

3. Are there any multilingual signs?

If so, which language is represented first the most often?

4. Spanish is one language spoken by students and their families at our school.

Are there any signs in Spanish?

5. Hmong is one language spoken by students and their families at our school.

Are there any signs in Hmong?

6. Somali is one language spoken by students and their families at our school.

Are there any signs in Somali?

7. English is one language spoken by students and their families at our school.

Are there any signs in English?

8. So, do you think all students and their families feel a welcoming environment in

this area of our school? Why or why not?

9. How do you think the LL in this area of our school might affect the cultural

identity of a Spanish-speaking student?

A Hmong-speaking student?

A Somali-speaking student?

An English-speaking student?

10. Who do you think were the agent(s) of the LL in this area of our school?

11. Do you think the LL in this area of our school is acceptable?

If not, what could be done to improve the LL in this area of our school to make it

more equitable?

Name_____________________

LANGUAGE DETECTIVES: Critical Reflection

We can reflect on a JOB WELL DONE!

What did you notice

about the original LL

of our school?

How are different

languages used in our

school?

How were different

languages represented

in the LL of our

school before we

made improvements?

How are different

languages represented

in the LL of our

school now?

Are you taking notice

of the LL in your

community more now?

What types of things

are you noticing?

What are two things

you can teach others

about LLs?

Why is it important

that LLs in schools

and communities are

equitable?

Assessment Rubric: Linguistic Landscapes

Google Slides Presentation

Score Analysis Explanation Improvements

Exemplary

Presentation includes an excellent analysis of the 10 LL images, addressing all 11 questions on the LL analysis sheet.

Presentation explains thoroughly why the LL is acceptable or unacceptable, and why it should be improved to be more equitable.

Presentation shows how 5 of the 10 LL examples were improved to be more equitable along with a thorough explanation. Improvements are high-quality.

Strong

Presentation includes a good analysis of the 10 LL images, addressing all 11 questions on the LL analysis sheet.

Presentation explains why the LL is acceptable or unacceptable, and why it should be improved to be more equitable.

Presentation shows how 5 of the 10 LL examples were improved to be more equitable along with a basic explanation. Improvements are good.

Adequate

Presentation includes an adequate analysis of the 10 LL images, addressing all 11 questions on the LL analysis sheet.

Presentation explains somewhat why the LL is acceptable or unacceptable, and why it should be improved to be more equitable.

Presentation shows how less than 5 of the 10 LL examples were improved to be more equitable. Improvements are low-quality.

Attempted

Presentation is not complete and does not include all 10 LL images. Presentation does not address all 11 questions on the LL analysis sheet.

Presentation does not explain why the LL is acceptable or unacceptable, nor why it should be improved to be more equitable.

Presentation shows how less than 5 of the 10 LL examples were changed, but equity is not clear. Improvements are low-quality.

No points

Work is incomplete. Work is incomplete. Work is incomplete.

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