Series | SAIL
Edited book | Policies and Practices for Linguistic Education, Multilingualism and Intercultural Communication
Chapter | Paesaggi linguistici e scrittura plurilingue

Paesaggi linguistici e scrittura plurilingue

Un’analisi di testi plurilingui di allievi/e delle scuole secondarie di secondo grado

Abstract

The present research investigates linguistic landscaping in plurilingual written communication. Students were asked to write plurilingual texts, using all the languages available in their repertoire. This resulted in a systematic use of code-switching and translanguaging which both became part of the writing process. The data analysis showed that students used the different languages of their plurilingual repertoire to construct and vary meaning in the texts according to specific needs or requirements, thus creating subjective linguistic landscapes. On the basis of an analysis of 69 texts and 5 stimulated recalls held after the writing workshops, the following research questions were investigated: according to which criteria do students chose languages to communicate in writing? What type of attitudes and dispositions emerge? Which linguistic landscapes can be recognised?


Open access

Submitted: Oct. 16, 2020 | Published May 24, 2021 | Language: it

Keywords Linguistic repertoire • Plurilingual writing • Linguistic landscaping • Translanguaging • School scaping

Copyright © 2021 Gisela Mayr. This is an open-access work distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction is permitted, provided that the original author(s) and the copyright owner(s) are credited and that the original publication is cited, in accordance with accepted academic practice. The license allows for commercial use. No use, distribution or reproduction is permitted which does not comply with these terms.

Permalink http://doi.org/10.30687/978-88-6969-501-8/017


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