ITALIAN LINGUISTIC SCHOOLSCAPE IN BUDAPEST: A CASE STUDY
DOI:
https://doi.org/10.54103/2037-3597/30493Abstract
An increasingly important line of research within the linguistic landcsape paradigm is the study of language schoolscapes. The presence, multiplicity or absence of verbal signs on the walls of school buildings, or their relocation into digital space, can provide a wealth of interesting information about the internal dynamics of school communities, the communication strategies of teachers and students, and educational activities in general. Our study uses Szabó’s (2016) tourist guide technique, a highly practical method of linguistic schoolscape analysis, to provide insights into the everyday life of an Italian-Hungarian bilingual high school in Budapest, including the attitudes of the teaching staff through the use of the verbal signs posted in the school. The research was carried out in two phases in the spring and autumn of 2024; the first interview was conducted with a young Italian teacher at the school, the second with the deputy head in charge of the Italian section. The analysis of the interview texts and the photographs taken on the spot confirmed our hypothesis that secondary schools in Hungary are under-utilising the linguistic-methodological potential of linguistic schoolscape as a language teaching-learning opportunity.
Il paesaggio linguistico in un liceo bilingue italo-ungherese di Budapest: uno studio di caso
Una linea di ricerca sempre più importante nell’ambito del paradigma del paesaggio linguistico è lo studio dei paesaggi linguistici scolastici. La presenza, la molteplicità o l’assenza di segni verbali sulle pareti degli edifici scolastici, o il loro trasferimento nello spazio digitale, possono fornire una grande quantità di informazioni interessanti sulle dinamiche interne delle comunità scolastiche, sulle strategie di comunicazione di insegnanti e studenti e sulle attività educative in generale. Il nostro studio adopera la tecnica della guida turistica di Szabó (2016), un metodo altamente pratico di analisi linguistica del paesaggio scolastico, per fornire approfondimenti sulla vita quotidiana di un liceo bilingue italo-ungherese a Budapest, compreso l’atteggiamento del personale docente attraverso l’uso dei segni verbali affissi nella scuola. La ricerca è stata condotta in due fasi nella primavera e nell’autunno del 2024; la prima intervista è stata condotta con una giovane insegnante di italiano della scuola, la seconda con la vicepreside responsabile della sezione italiana. L’analisi dei testi delle interviste e delle fotografie scattate sul posto ha confermato la nostra ipotesi che le scuole secondarie in Ungheria sottoutilizzino il potenziale linguistico-metodologico del paesaggio linguistico scolastico come opportunità di insegnamento-apprendimento delle lingue.
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