teaching and learning about linguistic …
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TEACHING AND LEARNING ABOUT LINGUISTIC LANDSCAPES IN SCHOOLS:
A STUDENT-INVOLVED RESEARCH AND ANALYSIS CURRICULUM FOR
ENGLISH LANGUAGE LEARNERS IN MIDDLE SCHOOL
by
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
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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
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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.
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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
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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
Unit outline: Week 2
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
Unit outline: Week 3
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://pxhere.com/en/photo/1391929
https://pxhere.com/en/photo/614599
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.
Linguistic Landscapes
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!
https://freesvg.org/detectives-silhouette
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
Linguistic Landscapes
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
Raise your hands and tell me some of the things that
you wrote down.
We will discuss this as a class.
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.
https://freesvg.org/detectives-silhouette
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
Linguistic Landscapes
Week 1 Day 4
Walking Tour: Whole Class Activity
Ok, LANGUAGE DETECTIVES!
We are ready to
GET STARTED!
https://freesvg.org/detectives-silhouette
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.
https://adamtheautomator.com/powershell-copy-to-clipboard/
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.
http://www.iconarchive.com/show/noto-emoji-people-profession-icons-by-google/10464-woman-detective-icon.html
Let’s Go!
Linguistic Landscapes
Week 1 Day 5
Analyzing Linguistic Landscapes
Warm up: Think and WriteIn your journal, write about our Walking Tour yesterday.
What were some of the signs you saw?
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
Raise your hands and tell me some of the things that
you wrote down.
We will discuss this as a class.
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
http://www.iconarchive.com/show/noto-emoji-people-profession-icons-by-google/10464-woman-detective-icon.html
We will look at the 10 pictures that we took yesterday.
Get out your recording sheets from yesterday.
https://adamtheautomator.com/powershell-copy-to-clipboard/
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.
https://www.vectorstock.com/royalty-free-vector/cute-cat-detective-cartoon-vector-11623459
Image #1(insert image here)
Image #2(insert image here)
Image #3(insert image here)
Image #4(insert image here)
Image #5(insert image here)
Image #6(insert image here)
Image #7(insert image here)
Image #8(insert image here)
Image #9(insert image here)
Image #10(insert image here)
AnalysisAnalyzing our findings is a very important part of our job as
LANGUAGE DETECTIVES.
https://depositphotos.com/vector-images/detective-cartoon.html
AnalysisYou will each fill out this LL analysis worksheet as we discuss
the questions together.
https://depositphotos.com/vector-images/detective-cartoon.html
Analysis: Question 1What languages do students and their
families speak at our school?
https://depositphotos.com/vector-images/detective-cartoon.html
Analysis: Question 2What languages are represented in the
LL outside of our school?
https://depositphotos.com/vector-images/detective-cartoon.html
Analysis: Question 3Are there any multilingual signs?
If so, which language is represented first
the most often?
https://depositphotos.com/vector-images/detective-cartoon.html
Analysis: Question 4Spanish is one language spoken by
students and their families at our school.
Are there any signs in Spanish?
https://depositphotos.com/vector-images/detective-cartoon.html
Analysis: Question 5Hmong is one language spoken by
students and their families at our school.
Are there any signs in Hmong?
https://depositphotos.com/vector-images/detective-cartoon.html
Analysis: Question 6Somali is one language spoken by
students and their families at our school.
Are there any signs in Somali?
https://depositphotos.com/vector-images/detective-cartoon.html
Analysis: Question 7English is one language spoken by
students and their families at our school.
Are there any signs in English?
https://depositphotos.com/vector-images/detective-cartoon.html
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?
https://depositphotos.com/vector-images/detective-cartoon.html
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.
https://depositphotos.com/vector-images/detective-cartoon.html
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?
https://depositphotos.com/vector-images/detective-cartoon.html
Linguistic Landscapes
Week 2 Day 1
Walking Tour: Small Group Activity
Are you ready?You are going to be LANGUAGE DETECTIVES on your own!
https://depositphotos.com/vector-images/detective-cartoon.html
https://www.kindpng.com/imgv/TxJbTow_animal-clipart-detective-cartoon-penguin-hd-png-download/
https://freesvg.org/detectives-silhouette
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
https://www.kindpng.com/imgv/TxJbTow_animal-clipart-detective-cartoon-penguin-hd-png-download/
Pick a name for your Detective Agency.
This will be your group name. Be creative!
https://depositphotos.com/vector-images/detective-cartoon.html
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!
Linguistic Landscapes
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.
https://www.kindpng.com/imgv/TxJbTow_animal-clipart-detective-cartoon-penguin-hd-png-download/
https://www.vectorstock.com/royalty-free-vector/cute-cat-detective-cartoon-vector-11623459
https://freesvg.org/detectives-silhouette
Linguistic Landscapes
Week 2 Day 3
Preparation for Final Presentation
Warm up: Think and WriteIn your journal, write about your Walking Tour yesterday.
What were some of the signs you saw?
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
Raise your hands and tell me some of the things that
you wrote down.
We will discuss this as a class.
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).
https://www.pngfind.com/mpng/oobJJT_detective-emoji-detective-icon-hd-png-download/
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.
https://depositphotos.com/vector-images/detective-cartoon.html
https://www.shutterstock.com/search/woman+detective+cartoon
http://www.iconarchive.com/show/noto-emoji-people-profession-icons-by-google/10464-woman-detective-icon.html
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.
Linguistic Landscapes
Week 2 Day 4
Analyzing our Findings
Alright, LANGUAGE DETECTIVES!Go ahead and sit with your Detective Agency.
https://depositphotos.com/vector-images/detective-cartoon.html
https://www.shutterstock.com/search/woman+detective+cartoon
https://www.pngfind.com/mpng/oobJJT_detective-emoji-detective-icon-hd-png-download/
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
this!
Let’s look again at what is required:-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.
(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
Linguistic Landscapes
Week 2 Day 5
Work on Final Presentations
Ok, LANGUAGE DETECTIVES!Go ahead and sit with your Detective Agency.
https://depositphotos.com/vector-images/detective-cartoon.html
https://www.kindpng.com/imgv/TxJbTow_animal-clipart-detective-cartoon-penguin-hd-png-download/
https://www.shutterstock.com/search/woman+detective+cartoon
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.
Linguistic Landscapes
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
Raise your hands and tell me some of the things that
you wrote down.
We will discuss this as a class.
Ok, LANGUAGE DETECTIVES!Go ahead and sit with your Detective Agency.
https://freesvg.org/detectives-silhouette
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://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://katemenken.files.wordpress.com/2018/10/menken-pc3a9rez-guzmc3a1n-increasing-multilingualism-in-schoolscapes.pdf
https://www.safetysign.com/products/11983/bilingual-notice-use-hand-sanitizer-wear-face-mask-sign
https://katemenken.files.wordpress.com/2018/10/menken-pc3a9rez-guzmc3a1n-increasing-multilingualism-in-schoolscapes.pdf
https://katemenken.files.wordpress.com/2018/10/menken-pc3a9rez-guzmc3a1n-increasing-multilingualism-in-schoolscapes.pdf
https://katemenken.files.wordpress.com/2018/10/menken-pc3a9rez-guzmc3a1n-increasing-multilingualism-in-schoolscapes.pdf
https://www.pinterest.co.uk/pin/85005511697029309/
Ok, you will have the rest of class today and tomorrow to make your improved LL signs!
Linguistic Landscapes
Week 3 Day 2
Improving Linguistic Landscapes
Ok, LANGUAGE DETECTIVES!Go ahead and sit with your Detective Agency.
https://www.kindpng.com/imgv/TxJbTow_animal-clipart-detective-cartoon-penguin-hd-png-download/
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!
Linguistic Landscapes
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
-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. (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
Linguistic Landscapes
Week 3 Day 4
Final Presentations
Welcome to Presentation Day!
Are
you
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!!
Linguistic Landscapes
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 #3 and #4(insert images here)
Images #5 and #6(insert images here)
Images #7 and #8(insert images here)
Images #9 and #10(insert images here)
Images #11 and #12(insert images here)
Images #13 and #14(insert images here)
Images #15 and #16(insert images here)
Images #17 and #18(insert images here)
Images #19 and #20(insert images here)
Images #21 and #22(insert images here)
Images #23 and #24(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.
https://depositphotos.com/vector-images/detective-cartoon.html
AnalysisYou will each fill out this Critical Reflection worksheet as we
discuss the questions together.
https://depositphotos.com/vector-images/detective-cartoon.html
Critical Reflection: Question 1What did you notice about the
original LL of our school?
https://depositphotos.com/vector-images/detective-cartoon.html
Critical Reflection: Question 2
How are different languages used in our school?
https://depositphotos.com/vector-images/detective-cartoon.html
Critical Reflection: Question 3How were different languages
represented in the LL of our school before we made improvements?
https://depositphotos.com/vector-images/detective-cartoon.html
Critical Reflection: Question 4How are different languages represented in the LL of our
school now?
https://depositphotos.com/vector-images/detective-cartoon.html
Critical Reflection: Question 5Are you taking notice of the LL in your
community more now?
What types of things are you noticing?
https://depositphotos.com/vector-images/detective-cartoon.html
Critical Reflection: Question 6What are two things you can teach
others about LLs?
https://depositphotos.com/vector-images/detective-cartoon.html
Critical Reflection: Question 7Why is it important that LLs in schools and communities are
equitable?
https://depositphotos.com/vector-images/detective-cartoon.html
Name_____________________
We are LANGUAGE DETECTIVES!
What does a LANGUAGE DETECTIVE do?
Investigate
Document
Discuss
Make Changes
Name_____________________
We are LANGUAGE DETECTIVES!
Investigating Linguistic Landscapes
What does the
sign say?
Where is this
sign located?
What language(s)
are used?
Draw a rough
sketch of this
sign.
Name_____________________
We are LANGUAGE DETECTIVES!
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
4
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
3
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
2
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
1
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
0
Work is incomplete. Work is incomplete. Work is incomplete.