Publicação
The LoCALL App: a mobile tool to promote learning from and about linguistic landscapes
| Resumo: | Educational research has been showing a growing interest in the field of Linguistic Landscapes (LL) with numerous studies highlighting the pedagogical potential of LL in developing pupils’ and teachers’ competences at different levels. Yet, despite the pervasive role new technologies are taking in education, research bridging LL and digital tools is slim and mostly focused on the use of mobile devices for methodological purposes. Considering this background, this chapter reports on the results of a basic qualitative study conducted with a group of seven teachers from a school in Ílhavo, Portugal, who developed an interdisciplinary project around the LoCALL App. The App is an educational resource that invites pupils, teachers and the community to document and critically reflect upon LL through a multiple-choice question game to be played outdoors. In particular, the study explores teachers’ perceptions regarding the competences developed by a class of 20 pupils, aged 11-13, while participating in the project. Data was collected through a group interview conducted with the teachers after the conclusion of the project, which was transcribed and treated using inductive content analysis. Results show that, according to the teachers, the project was successful in developing pupils’ awareness to language and linguistic diversity, in promoting critical thinking, autonomy and engagement, as well as in activating and developing (prior) knowledge in different curricular and non-curricular subjects. Surprisingly, digital skills were not mentioned by the teachers, a result that needs careful interpretation. These findings are relevant for the international audience of teachers, who may explore LL with this mobile tool in their teaching practice and in their own language, and for researchers, as more studies on this innovative approach to LL in education are required. |
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| Autores principais: | Marques, Margarida M. |
| Outros Autores: | Lourenço, Mónica; Pombo, Lúcia; Neves, Alexandra das; Laranjeiro, Dionísia; Martins, Filomena |
| Assunto: | Linguistic landscapes Interdisciplinary learning Mobile learning Game-based learning Lower secondary education Basic qualitative research |
| Ano: | 2023 |
| País: | Portugal |
| Tipo de documento: | capítulo de livro |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Universidade de Aveiro |
| Idioma: | inglês |
| Origem: | RIA - Repositório Institucional da Universidade de Aveiro |
| Resumo: | Educational research has been showing a growing interest in the field of Linguistic Landscapes (LL) with numerous studies highlighting the pedagogical potential of LL in developing pupils’ and teachers’ competences at different levels. Yet, despite the pervasive role new technologies are taking in education, research bridging LL and digital tools is slim and mostly focused on the use of mobile devices for methodological purposes. Considering this background, this chapter reports on the results of a basic qualitative study conducted with a group of seven teachers from a school in Ílhavo, Portugal, who developed an interdisciplinary project around the LoCALL App. The App is an educational resource that invites pupils, teachers and the community to document and critically reflect upon LL through a multiple-choice question game to be played outdoors. In particular, the study explores teachers’ perceptions regarding the competences developed by a class of 20 pupils, aged 11-13, while participating in the project. Data was collected through a group interview conducted with the teachers after the conclusion of the project, which was transcribed and treated using inductive content analysis. Results show that, according to the teachers, the project was successful in developing pupils’ awareness to language and linguistic diversity, in promoting critical thinking, autonomy and engagement, as well as in activating and developing (prior) knowledge in different curricular and non-curricular subjects. Surprisingly, digital skills were not mentioned by the teachers, a result that needs careful interpretation. These findings are relevant for the international audience of teachers, who may explore LL with this mobile tool in their teaching practice and in their own language, and for researchers, as more studies on this innovative approach to LL in education are required. |
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