Place-Based Learning and the Language Classroom
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The document outlines a workshop focused on place-based learning (PBL) and its application in language education, emphasizing the importance of local environments and experiences for deeper language comprehension. It includes strategies for mapping linguistic landscapes and utilizing multimedia tools for interactive learning experiences. The workshop promotes collaboration, critical engagement with local cultural narratives, and innovative approaches to language teaching through various PBL projects.
![ACTFL Standards: Connections, Comparisons, Communities
(“Students use the language both within and beyond the school
setting”)
Intercultural communicative competence cultivates learners’
“attitudes of curiosity and openness, readiness to suspend disbelief
about other cultures and belief about one’s own” (Byram 1997, p. 50)
Discourses in place “signal the sociocultural organization of [a]
particular society” (Scollon & Scollon, 2003, p. 201)
A growing imperative: Place in L2 learning (II)](https://image.slidesharecdn.com/charitos-malinowski17may2016-160518183222/85/Place-Based-Learning-and-the-Language-Classroom-9-320.jpg)
Place-Based Learning and the Language Classroom
- 1. May 17, 2016 Place-based learning & the language classroom CLS Instructional Innovation Workshop 2016 – Yale University Stéphane Charitos, Columbia University Dave Malinowski, Yale University
- 2. Outline for today Hour 1: Inspiration 1. Warm-up 2. Orientation: Rationales and goals for PBLL 3. Moving toward “deep mapping”: Models, tools and activities 4. Linguistic landscape as approach to language study 5. PBLL projects 6. Discussion Open Google doc w/ today’s materials: http://bit.ly/CLS-PBLL
- 3. Outline for today Hour 2: Application 1. Making a map together: “Among the languages of New Haven” 2. Small-group brainstorming and planning 3. Introduction to Google’s My Maps 4. Map-making project time 5. Reflections and wrap-up Open Google doc w/ today’s materials: http://bit.ly/CLS-PBLL
- 6. What is PBE? ✤ PBE is an educational philosophy that promotes learning rooted in the local (the unique histories, cultures, landscapes, opportunities and experiences of a particular place) and uses it as the foundation for the study of all subjects in the curriculum. ✤ It draws upon and feeds into two paradigm shifts in the humanities and the social sciences: the social and spatial turns.
- 7. Yale example: Yale nature walk Professor Marta Wells, EE&B 223L Evolution, Functional Traits, and the Tree of Life
- 8. A growing imperative: Place in L2 learning (I) The social turn in SLA and Applied Lx ✤ Firth & Wagner, 2007; Lantolf, 2000; Kramsch, 2002; Block, 2003; Byrnes & Sprang 2004 Multimodality & new and multi-literacies approaches to literacy and language studies ✤ New London Group, 1996; Kress & van Leeuwen, 2010; Lankshear & Knobel, 2011 The spatial turn in social theory and the humanities ✤ Lefebvre, 1991; Harvey, 1989; Soja, 1989; Massey, 1994
- 9. ACTFL Standards: Connections, Comparisons, Communities (“Students use the language both within and beyond the school setting”) Intercultural communicative competence cultivates learners’ “attitudes of curiosity and openness, readiness to suspend disbelief about other cultures and belief about one’s own” (Byram 1997, p. 50) Discourses in place “signal the sociocultural organization of [a] particular society” (Scollon & Scollon, 2003, p. 201) A growing imperative: Place in L2 learning (II)
- 10. 3. Moving toward “deep mapping”: Models, tools and activities
- 11. “All spaces contain embedded stories based on what has happened there.These stories are both individual and collective, and each of them link geography (space) and history (time).” –David Bodenhammer
- 12. Deep mapping “the essaying of place” A deep map is both a platform and an expanding set of processes for expressing, exploring, and juxtaposing spatial narratives. A methodology that allows us to combine multiple quantitative, qualitative and multimedia data about a space/place with the purpose of building a spatial narrative. Deep mapping helps your students think both in terms of patterns of objects in space (where), and of the processes that produce these patterns (how and why there)
- 13. Multimedia walking tours and podcasts Alan Dein eavesdrops on a day in the life of Oldhill Street in Hackney and creates a riveting, personal reading of the history of a particular place: “It’s the Babel of London.” Activities ✤ Ask your students to create a podcast or a digital story that chronicles a particular street, a neighborhood, an activity, or a community of their choice. (e.g. New York Graffiti Tour) ✤ Ask your students to produce and distribute self-guided tours of specific locations providing users with maps, instructions, directions, and information about what they are seeing. (e.g. New York City, New Haven)
- 14. Explore the rhythms of the city City rhythm is a metaphor for the regular coming and going that occur regularly in cities. The concept of city rhythm makes it possible to understand the multitude of aspects of city life. ✤ Marseille at night (created with Google Night Walk)
- 15. VirtualTravel Diary Dreamland is a virtual travel diary created by Olivier Hodasava that takes the reader on tours that mix the real with the virtual. Activities ✤ Using maps, photos (their own or photos available on photo sharing sites such as Flickr, Panoramio, 360Cities, etc.), or screen captures from Google Street View ask students to create their own virtual travel journal or diary that chronicles their travel though virtual worlds of their own choosing. ✤ Using their smartphones, ask students to shoot, group and annotate pictures that chronicle a daily “journey” in their life and covert it into a travel journal-style post that can be shared digitally.
- 16. Psychogeography and drifting in the city Psychogeography helps us understand the world we inhabit by studying how space effects our subjective experience. A drift (“dérive”) defined as a “technique of locomotion without a goal” allows you to explore the built environment without preconceptions. Liminaire
- 17. Seeing space through time What do signs tell us about how a particular space has been shaped and reshaped several times over successive generations? NYC Through Time Activities ✤ Ask students to look around their local urban landscape and seek examples of old posters that peek out through the overlaying layers of torn subsequent posters. Can they see the past emerging through the present? ✤ Ask students to detect and take a photograph of old, faded adverts (“ghost signs”) painted on walls in their surrounding neighborhood (alternatively, they can look for photographs on photo sharing sites).
- 18. Context How does context affect our interpretation of space and the objects that exist in that space?
- 19. Context How does context affect our interpretation of space and the objects that exist in that space?
- 20. 4. Linguistic landscape and language study
- 21. What are Linguistic Landscapes? “The language of public road signs, advertising billboards, street names, place names, commercial shop signs, and public signs on government building combines to form the linguistic landscape of a given territory, region or urban agglomeration.” Landry, R., & Bourhis, R. Y. (1997). Linguistic Landscape and Ethnolinguistic Vitality. Journal of Language and Social Psychology, 16(1), 23–49.
- 22. Why Linguistic Landscapes? ✤ They connect students to the world outside the classroom. ✤ They cast students as active investigators. ✤ They expose students to authentic, contextualized linguistic input. ✤ They help students think about the social, historical, and cultural roles of language and analyze the sociolinguistic ecology of a local environment.
- 23. How to approach LL?: Multiple ways of knowing language in place
- 24. How to approach LL?: Multiple ways of knowing language in place
- 25. How to approach LL?: Multiple ways of knowing language in place
- 27. Using Empirical Data ✤ Most commonly spoken languages in New York City
- 28. Using Empirical Data ✤ Most commonly spoken languages in New York City ✤ Most commonly spoken languages in New York City (excluding Spanish)
- 29. Using Empirical Data ✤ Most commonly spoken languages in New York City ✤ Most commonly spoken languages in New York City (excluding Spanish) ✤ New York City ancestry map
- 30. Cityscape a tool that allows for the layering of user-generated linguistic data upon a topographical map in order to document the linguistic landscape of a particular environment. cityscape.lrc.columbia.edu
- 31. Cityscape ✤ What does it do? ✤ How does it work? ✤ How has it been used? ✤ Future? (GIS enabled mapping) (Open Street Map)
- 32. Testing, supporting, and challenging hypotheses Refle Specula Obser “Obviously the owner wanted both the English word “market” and a Greek word that evoked food shopping as well and balanced the word “market” typographically. Manavi (“Μανάβης”) the Greek word for “grocer” did the trick.”
- 33. Time for exploring Cityscape: http://cityscape.lrc.columbia.edu ✤ What interests you, surprises you on Cityscape? ✤ What leaves you wanting more? (what features would you like to see here?) ✤ Could an LL approach inform your teaching contexts? ✤ What benefits can you imagine? What challenges can you foresee?
- 34. Very cool… but we don’t teach in NewYork!
- 35. Strategy 1: Use theTL to investigate, analyze, critique English inYale/New Haven e.g. “How are historical narratives of gender and race reproduced and/or challenged in the Yale campus landscape? http://news.yale.edu/2015/11/05/new-gender-neutral-bathroom-signs-unveiled
- 36. Strategy 2: Conduct virtual trips and utilize remote partnerships Yale-Télécom ParisTech telecollaboration, March 2015 (C. Skorupa)
- 37. Strategy 2: Conduct virtual trips and utilize remote partnerships Yale-Télécom ParisTech telecollaboration, March 2015 (C. Skorupa)
- 38. Strategy 2: Conduct virtual trips and utilize remote partnerships Yale-Telecom ParisTech telecollaboration, March 2015 (C. Skorupa)
- 39. Strategy 3:Translate New Haven
- 40. Strategy 3:Translate New Haven =?
- 50. 5.A few PBLL games… ✤ Mentira (http://www.mentira.org/; Julie Sykes and Chris Holden) ✤ Chrono-Ops (http://survivethefuturepast.blogspot.com/; Steve Thorne & colleagues) ✤ Find Japan on Campus (http://pebll.uoregon.edu/site/ project-page?id=28; Kazumi Hatasa)
- 51. 6. Making a map together this fall: Around the Day in 80Wor(l)ds
- 52. 6. Making a map together today Please sit with a colleague or two - ideally a few people who share a ‘language of the heart’ - and log in to your computers, launch a web browser
- 53. 6. Making a map together today: “The Languages of New Haven”
- 54. 6. Making a map together: “The Languages of New Haven” Goal: Create a map that reflects and builds upon the linguistic diversity and resources of New Haven ✤ Where are our languages spoken, heard and seen? ✤ Where are our languages taught and learned? ✤ Where do we remember languages here? Where do we imagine them?