IL PAESAGGIO LINGUISTICO PER LE COMPETENZE DIGITALI: UNA SPERIMENTAZIONE DIDATTICA IN CONTESTO UNIVERSITARIO

Martina Bellinzona

doi:10.54103/2037-3597/23870

Autori

Martina Bellinzona Università per Stranieri di Siena https://orcid.org/0009-0009-9049-1360

DOI:

https://doi.org/10.54103/2037-3597/23870

Abstract

L’impiego e la valorizzazione del paesaggio linguistico come risorsa educativa offre l’opportunità di arricchire l’esperienza didattica, in quanto permette agli studenti di ottenere una prospettiva unica sulla complessità e la stratificazione della variazione linguistica e sociolinguistica, culturale e semiotica, caratteristiche della comunicazione pubblica nella società attuale. In questo studio è stato valutata l’efficacia di un approccio basato sull’esplorazione diretta e l’analisi del paesaggio linguistico da parte di studenti universitari sullo sviluppo di competenze digitali e in materia di cittadinanza. I risultati della sperimentazione, conclusasi con la realizzazione di un sito web, confermano la validità di un tale metodo per l’acquisizione di abilità di decodifica e di una maggiore consapevolezza linguistica critica, nonché per lo sviluppo di abilità espositive, multimodali e legate all’alfabetizzazione digitale. L’esperienza descritta si configura, dunque, come modello efficace per l’integrazione di competenze multiple nel contesto accademico. Le conclusioni cui si giunge delineano nuove prospettive didattiche e di ricerca, volte a preparare gli studenti a essere cittadini globali, consapevoli e competenti.

The linguistic landscape for digital competences: a didactic experiment in a university context

The implementation and enhancement of linguistic landscape as an educational resource offers the opportunity to enrich the learning experience. Indeed, it enables students to gain a unique perspective on the complexity and stratification of linguistic, sociolinguistic, cultural, and semiotic variation, characteristic of public communication in the contemporary society. This study aims to evaluate the effectiveness of an approach based on direct exploration and analysis of the linguistic landscape by university students in developing digital and citizenship competences. The results of the educational activity, culminating in the creation of a website, confirm the validity of such a method for acquiring decoding skills and increasing critical language awareness, as well as for the development of expressive, multimodal, and digital literacy skills. Therefore, the described experience emerges as an effective model for integrating multiple competences in the academic context. The conclusions outline new educational and research perspectives aimed at preparing students to be informed and competent global citizens.

Riferimenti bibliografici

Arnold J. (2019), “The importance of affect in language learning”, in Neofilolog, 52, 1, pp. 11-14: DOI https://doi.org/10.14746/n.2019.52.1.2.

Bagna C., Gallina F., Machetti S. (2018), “L’approccio del Linguistic Landscape applicato alla didattica dell’italiano L2 per studenti internazionali”, in Coonan C. M. et al. (a cura di), La didattica delle lingue nel nuovo millennio: le sfide dell’internazionalizzazione, Edizioni Ca’ Foscari, Venezia, pp. 219-231:https://edizionicafoscari.unive.it/media/pdf/books/978-88-6969-228-4/978-88-6969-228-4-ch-14_42H1Kdz.pdf.

Bellinzona M. (2021), Linguistic Landscape. Panorami urbani e scolastici nel XXI secolo, FrancoAngeli, Milano.

Ben-Rafael E. et al. (2006), “Linguistic landscape as symbolic construction of the public space: The case of Israel”, in Gorter D. (ed.), Linguistic landscape: A new approach to multilingualism, Multilingual Matters, Clevedon, pp. 7-30.

Blackwood R., Lanza E., Woldemariam H.(eds.) (2016), Negotiating and contesting identities in linguistic landscapes, Bloomsbury Publishing, London.

Blommaert J. (2013), Ethnography, superdiversity and linguistic landscapes: Chronicles of complexity, Multilingual Matters, Bristol.

Calvani A. (2013), “L’innovazione tecnologica nella scuola: come perseguire un’innovazione tecnologica sostenibile ed efficace”, in Lingue e letterature d’Oriente e d’Occidente (LEA), 2, pp. 567-584: DOI http://dx.doi.org/10.13128/LEA-1824-484x-14592.

Carbonara V., Pagliara A. (2014), “Italianismi nel panorama linguistico di Istanbul: Linguistic Landscape come risorsa didattica”, in LEND. Lingua e nuova didattica, 4, pp. 35-45. Carbonara V., Scibetta A. (2020), Imparare attraverso le lingue. Il translanguaging come pratica didattica, Carocci, Roma.

Cassandro M., Maffei S. (2007), “Didattica per progetti”, in Benucci A. (a cura di), Sillabo di italiano per stranieri, Guerra Edizioni, Perugia, pp. 233-269.

Cenoz J., Gorter D. (2008), “Linguistic landscape as an additional source of input in second language acquisition”, in International Review of Applied Linguistics in Language Teaching (IRAL), 46, pp. 257-276: https://doi.org/10.1515/IRAL.2008.012.

Chesnut M. et al. (2013), “The language lessons around us: Undergraduate English pedagogy and linguistic landscape research”, in English Teaching, 12, 2, pp. 102-120. Consiglio dell’Unione Europea (2018), Raccomandazione del Consiglio del 22 maggio 2018 relativa alle competenze chiave per l’apprendimento permanente: https://eur-lex.europa.eu/legal-content/IT/TXT/PDF/?uri=CELEX:32018H0604(01).

Dagenais D. et al. (2009), “Linguistic landscape and language awareness”, in Shohamy E., Gorter D. (eds.), Linguistic landscape: Expanding the scenery, Routledge, New York, pp. 253-269.

De Mauro T. (1980), Guida all’uso delle parole. Parlare e scrivere semplice e preciso per capire e farsi capire, Editori riuniti, Roma.

Dörnyei Z. (2003), Questionnaires in second language research: Construction, administration, and processing, Lawrence Erlbaum Associates, London.

Gorter D. (ed.) (2006), Linguistic landscape: A new approach to multilingualism, Multilingual Matters, Clevedon.

Gorter D. (2018), “Linguistic landscapes and trends in the study of schoolscapes”, in Linguistics and Education, 44, pp. 80-85:

DOI https://doi.org/10.1016/j.linged.2017.10.001.

Gorter D. et al. (2021), “The linguistic landscape as a resource for language learning and raising language awareness”, in Journal of Spanish Language Teaching, 8, 2, pp. 161-181: DOI https://doi.org/10.1080/23247797.2021.2014029.

Huck S. W. (2012), Reading statistic and Research, 6th ed., Pearson, Boston.

Hult F. M. (2018), “Language policy and planning and linguistic landscapes”, in Tollefson J. W., Pérez-Milans M. (eds.), The Oxford handbook of language policy and planning, Oxford University Press, New York, pp. 333-351.

Jaworski A., Thurlow C. (eds.) (2010), Semiotic landscapes: Language, image, space, Bloomsbury Publishing, London.

Krompák E., Fernández-Mallat V., Meyer S. (eds.) (2022), Linguistic Landscapes and Educational Spaces, Multilingual Matters, Bristol.

Lazzari M (20213), Informatica Umanistica, McGraw-Hill, New York.

Lefebvre H. (1991), The Production of Space, Blackwell, Oxford.

Lourenço M., Duarte J., Parrança-da-Silva F., Batista B. (2023), “Is There a Place for Global Citizenship Education in the Exploration of Linguistic Landscapes? An Analysis of Educational Practices in Five European Countries”, in Melo-Pfeifer S. (ed.), Linguistic Landscapes in Language and Teacher Education: Multilingual Teaching and Learning Inside and Beyond the Classroom, Springer, Cham, pp. 93-121.

Lourenço M., Melo-Pfeifer S. (2023), “Conclusion: Linguistic Landscapes in Education – Where Do We Go Now?”, in Melo-Pfeifer S. (ed.), Linguistic Landscapes in Language and Teacher Education: Multilingual Teaching and Learning Inside and Beyond the Classroom, Springer, Cham, pp. 321-333.

Lozano M. E., Jiménez-Caicedo J. P., Abraham L. B. (2020), “Linguistic landscape projects in language teaching: Opportunities for critical language learning beyond the classroom”, in Malinowski D. et al. (eds.), Language teaching in the linguistic landscape. Mobilizing pedagogy in public space, Springer, Cham, pp. 17-42.

Malinowski D. (2015), “Opening spaces of learning in the linguistic landscape”, in Linguistic Landscape, 1, 1, pp. 95-113: DOI https://doi.org/10.1075/ll.1.1-2.06mal.

Malinowski D. et al. (eds.) (2020), Language teaching in the linguistic landscape: Mobilizing pedagogy in public space, Springer, Cham.

Melo-Pfeifer S. (ed.) (2023), Linguistic Landscapes in Language and Teacher Education: Multilingual Teaching and Learning Inside and Beyond the Classroom, Springer, Cham.

Menken K., Pérez Rosario V., Guzmán Valerio A. (2018), “Increasing multilingualism in schoolscapes: New scenery and language education policies”, in Linguistic Landscape, 4, 2, pp. 101-127: https://doi.org/10.1075/ll.17024.men.

Niedt G., Seals C.A. (eds.) (2020), Linguistic Landscapes Beyond the Language Classroom, Bloomsbury Publishing, London.

Purschke C. (2017), “Crowdsourcing the linguistic landscape of a multilingual country. Introducing Lingscape in Luxembourg”, in Linguistik online, 85, 6: http://dx.doi.org/10.13092/lo.85.4086.

Pütz M., Mundt N. (eds.) (2019), Expanding the linguistic landscape: Linguistic diversity, multimodality and the use of space as a semiotic resource, Multilingual Matters, Bristol.

Rowland L. (2013), “The pedagogical benefits of a linguistic landscape project in Japan”, in International Journal of Bilingual Education and Bilingualism, 16, 4, pp. 494-505: https://doi.org/10.1080/13670050.2012.708319.

Sayer P. (2010), “Using the linguistic landscape as a pedagogical resource”, in ELT Journal, 64, 2, pp. 143-154: https://doi.org/10.1093/elt/ccp051.

Scollon R., Scollon S.W. (2003), Discourses in place: Language in the material world, Routledge, London.

Shohamy E., Ben-Rafael E., Barni M. (eds.) (2010), Linguistic landscape in the city, Multilingual Matters, Bristol.

Spolsky B., Cooper R. (1991), The languages of Jerusalem, Clarendon Press, Oxford.

Swedberg R (2020), “Exploratory Research”, in Elman C., Gerring J., Mahoney J. (eds.), The production of knowledge: Enhancing progress in social science, Cambridge University Press. Cambridge, pp. 17-41.

Teddlie C., Tashakkori A. (2009), Foundations of Mixed Methods Research: Integrating Quantitative and Qualitative Approaches in the Social and Behavioral Sciences, Sage, Thousand Oaks.

Ujvari M.M. (2019), “The Effect of Linguistic Landscape on Palestinians Language Attitudes towards Hebrew in the West Bank”, in International Journal of Linguistics, Literature and Translation, 2, 4, pp. 1-11: DOI:10.32996/ijllt.2019.2.4.1.

Vedovelli M. (a cura di) (2011), Storia linguistica dell’emigrazione italiana nel mondo, Carocci, Roma.

Vingron N., Gullifer J. W., Hamill J., Leimgruber J., Titone D. (2017), “Using eye tracking to investigate what bilinguals notice about linguistic landscape images: A preliminary study”, in Linguistic Landscape, 3, 3, pp. 226-245: https://doi.org/10.1075/ll.17014.vin.

Wiśniewska D. (2021), “Linguistic landscape, murals and language learning”, in Adamczak-Krysztofowicz S., Szczepaniak-Kozak A., Rybszleger P. (eds.), Angewandte Linguistik - Neue Herausforderungen und Konzepte, Vandenhoeck, Ruprecht, Göttingen, pp. 429-446.