Linguistic Landscapes

Assessment:

Underpinning methodologies:
Linguistic Landscapes, Digital Mapping

Resources required:
Mobile phone

Technology needed:
Applications like OSMand, Google Maps or the like
Spreadsheet application

People needed:

Evaluation:

Skills:

Research Competences

• Intended outcome: Students recognise different methodological properties of Linguistic Landscapes. With support, students can record simple Linguistic Landscapes in a limited area with the help of observation and considering only the graphical level. They can code the collected data according to simple criteria (language, location) and evaluate them using percentage data. They can offer a simple interpretation on this basis. The students can present the procedure and a simple interpretation of the results.
• Sub-methods used in Linguistic Landscapes (should be defined externally):
  • Questionnaires
  • Interviews
  • Observation
  • Ethnography
  • Discourse analysis
  • Data collection
• Input level: 0 (no previous knowledge necessary)
• Input = Training 1: Create a linguistic landscape of a self-chosen region. Focus on multilingualism. Presentation in the course.

Digital Research Competences

• Intended outcome: The students are able to carry out individual steps of the method “Linguistic Landscape” completely or supplementary with digital means.
• Sub methods:
  • Observation: Use virtual environments to access physical linguistic landscapes (Google StreetView, Mapillary) (Other possibility: Collect virtual linguistic landscapes)
  • Date collection: Use digital tools to collect data, e.g. Excel, Mapillary, OpenStreetMap
  • Presentation: Use digital tools to map and present the data
• Input level: 0 (no previous knowledge necessary)
• Input = Training 2: Mark data points found in a given digital source on an existing digital map (Google Maps, UMAP)

Competencies:
Digital Key Competences (DigiComp)
The digital key competences mentioned here refer only to the activities that are related to the method of (digital) Linguistic Landscapes and that are necessary for the achievement of the course objectives (=outcome). Students may well already have more strongly developed digital key competences. Then the course serves as an exercise in competence transfer to the example of geodata and image processing as well as communication in the context of this cooperation.
The numbering and the individual definitions are taken from DigiComp.
- 1.1 Browsing, searching and filtering data, information and digital content
o Level 2:
 I can identify my information needs,
 find data, information and content through a simple search in digital environments,
 find how to access these data, information and content and navigate between them.
 identify simple personal search strategies
- 1.2 Evaluating data, information and digital content
o Level 2:
 I can detect the credibility and reliability of common sources of data, information and their digital content (Critical Digital Competence Level 2)
- 1.3 Managing data, information and digital content
o Level 3:
 I can select data, information and content in order to organise, store and retrieve in a routine way in digital environments.
 organise them in a routine way in a structured environment
- 2.1 Interacting through digital technologies
o Level 6:
 I can adapt a variety of digital technologies for the most appropriate interaction, and
 adapt the most appropriate communication means for a given context
- 2.4 Collaborating through digital technologies
o Level 5:
 As well as guiding others, I can propose different digital tools and technologies for collaborative processes
- 3.1 Developing digital content
o Level 3:
 On my own and solving straightforward problems, I can:
 indicate ways to create and edit well-defined and routine content in well-defined and routine formats,
 express myself through the creation of well-defined and routine digital means

Attributes:

Activities:

• Presentation (to be presented by teacher)

Focus:
Array