The streets enter the classrooms: Linguistic landscape and pedagogical appropriations

Abstract

This work presents partial results of research related to the study and analysis of the linguistic landscape (Pons, 2011) in connection with socio-educational practices carried out at a Higher Education Institute in the Province of Córdoba, Argentina. Within the framework of the Teaching Degree in Language and Literature, we proposed that students analyze the linguistic landscape of the city, focusing on linguistic manifestations in urban spaces and street expressions near the schools where they were conducting their initial teaching practices. Consequently, photographic resources became a fundamental tool that enabled a thorough reflective analysis of the recorded inscriptions. As teachers and researchers, our objective was to communicate what the linguistic landscape is and analyze some of the arguments supporting these types of expressions. The study allows us to recognize the identities/subjectivities that traverse the urban landscape of Córdoba and the social, political, and cultural projections represented by the analyzed inscriptions, while also exploring the linguistic landscape in the immediate vicinity of the school. We argue that works of this nature contribute to the training of future educators as a preview to reflect on their own pedagogical intervention practices with an inclusive approach. This research, finally, is innovative and marks the beginning of a series of long-term actions related to the linguistic landscape category.