Learning English by walking down the street

Chern, Chiou-lan & Dooley, Karen (2014) Learning English by walking down the street. ELT Journal, 68(2), pp. 113-123.

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With internationalisation and globalisation, English has proliferated in urban spaces around the world. This creates new opportunities for EFL learning and teaching. An English literacy walk is one activity that can be used productively to capitalise on this potential. The activity has roots in: (i) long-established approaches to emergent literacy education for young children; and (ii) pedagogic projects inspired by recent research on linguistic landscapes. Drawing on these traditions, teachers can target reading outcomes involving code, semantic, pragmatic and critical knowledge and skills. We use the four resources model of literate practices to systematically map some of the potential of literacy walks in multilingual, multimodal linguistic landscapes. We suggest tasks and teacher questions that might be used for purposes of explicit teaching of reading during and after literacy walks. Although grounded in Taipei, our ideas might be of interest to EFL teachers in other globalised cities around the world.

Impact and interest:

2 citations in Scopus
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1 citations in Web of Science®

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ID Code: 63299
Item Type: Journal Article
Refereed: Yes
Keywords: EFL, linguistic landscape, environmental print, four resources model
DOI: 10.1093/elt/cct067
ISSN: 1477-4526
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > LOTE ESL and TESOL Curriculum and Pedagogy (excl. Maori) (130207)
Divisions: Current > Research Centres > Children & Youth Research Centre
Current > Schools > School of Curriculum
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2014 The Author(s)
Deposited On: 13 Oct 2013 23:23
Last Modified: 06 Sep 2014 02:22

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