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Raising Awareness of the City as a Text: Multimodal, Multicultural, and Multilingual Resources for Education

Raising Awareness of the City as a Text: Multimodal, Multicultural, and Multilingual Resources for Education

Amparo Clavijo Olarte, Rosa Alejandra Medina, Daniel Calderon-Aponte, Alejandra Rodríguez, Kewin Prieto, María Clara Náder
Copyright: © 2023 |Pages: 26
ISBN13: 9781668450222|ISBN10: 1668450224|ISBN13 Softcover: 9781668450260|EISBN13: 9781668450239
DOI: 10.4018/978-1-6684-5022-2.ch013
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MLA

Clavijo Olarte, Amparo, et al. "Raising Awareness of the City as a Text: Multimodal, Multicultural, and Multilingual Resources for Education." Handbook of Research on Socio-Cultural and Linguistic Perspectives on Language and Literacy Development, edited by Angela K. Salmon and Amparo Clavijo-Olarte, IGI Global, 2023, pp. 239-264. https://doi.org/10.4018/978-1-6684-5022-2.ch013

APA

Clavijo Olarte, A., Medina, R. A., Calderon-Aponte, D., Rodríguez, A., Prieto, K., & Náder, M. C. (2023). Raising Awareness of the City as a Text: Multimodal, Multicultural, and Multilingual Resources for Education. In A. Salmon & A. Clavijo-Olarte (Eds.), Handbook of Research on Socio-Cultural and Linguistic Perspectives on Language and Literacy Development (pp. 239-264). IGI Global. https://doi.org/10.4018/978-1-6684-5022-2.ch013

Chicago

Clavijo Olarte, Amparo, et al. "Raising Awareness of the City as a Text: Multimodal, Multicultural, and Multilingual Resources for Education." In Handbook of Research on Socio-Cultural and Linguistic Perspectives on Language and Literacy Development, edited by Angela K. Salmon and Amparo Clavijo-Olarte, 239-264. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-5022-2.ch013

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Abstract

In this chapter, the authors explore the semiotic landscape of the city to analyze multimodal, multicultural, and multilingual resources for language and literacy education. In this ethnographic study, teacher-researchers explore urban literacies as social, artistic, political, cultural, and pedagogical practices that connect different community actors, diverse texts, and local realities. Data were collected through community tours, photographs (a corpus of 387 photographs), and semi-structured interviews with graffiti artists and community inhabitants. The findings reveal that semiotic and linguistic landscapes that surround schools can be harnessed to develop critical place awareness and to recognize the audiences and purposes of multimodal texts embedded in the environments. It also leads to the recognition of multicultural and linguistic diversity that is rarely reflected in school-centered curriculum and decontextualized textbooks.

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