Voices of Belonging - Linguistic homescape and lifescape as a multisensorial and multimodal research tool

Edina Krompák

doi:10.30827/portalin.viXII.34083

Autores/as

Edina Krompák University of Teacher Education Lucerne

DOI:

https://doi.org/10.30827/portalin.viXII.34083

Palabras clave:

paisaje lingüístico del hogar y la vida, pertenencia social, espacial y visceral, fotografía participativa

Resumen

El paisaje lingüístico se puede considerar como “uno de los campos más dinámicos y de mayor crecimiento en la lingüística aplicada y la sociolingüística” (Gorter & Cenoz, 2024, p. 2), el cual explora el uso del lenguaje en el espacio público. Este campo de investigación se encuentra constantemente en expansión de sus objetivos y metodologías. Así, las fronteras entre lo público y lo privado se tornan más fluidas y flexibles. En consecuencia, los investigadores prestan atención a espacios más privados, como el "paisaje lingüístico del hogar" (Boivin, 2021; Author, 2021; Yu, 2022) o el "paisaje familiar" (Gonçalves & Lanza, 2024). Este artículo se centra en dos proyectos denominados “paisaje lingüístico del hogar y de la vida”, que exploran los signos lingüísticos y semióticos en el entorno doméstico y differentes contextos de vida. La investigación se guía por las siguientes preguntas: ¿cómo se representa la pertenencia en el paisaje lingüístico del hogar y en la paisaje vital? ¿cómo experimentan los niños, jóvenes y adultos multilingües su entorno lingüístico en el hogar y la paisaje vital como herramientas de investigación multimodal en la investigación de la pertenencia ? En el estudio, se incluyó a niños, jóvenes y adultos multilingües (N=31) mediante el uso de la fotografía participativa (Holm, 2018), según la cual los participantes toman fotos de su entorno lingüístico en casa y differentes contextos de vida y explican sus elecciones. Los resultados del estudio arrojan luz sobre tres dimensiones clave de la pertenencia: la pertenencia social, la pertenencia espacial y la pertenencia visceral, y su representación en los datos multimodales. Además, el estudio demostró que el paisaje doméstico y el paisaje vital lingüísticos en combinación con la narración de los datos parece ser un método de investigación multimodal valioso.

Descargas

Los datos de descargas todavía no están disponibles.

Biografía del autor/a

Edina Krompák, University of Teacher Education Lucerne

Professor of Educational Sciences and Head of the Institute of Language Learning and Teaching and Educational Linguistics at the University of Teacher Education Lucerne as well as lecturer at the University of Basel, Switzerland. Her current research interests are the relationship between linguistic landscapes and educational spaces, the exploration of language practices, and multimodality in language learning and teaching. Her research and teaching delve into multidisciplinary topics from education science, educational linguistics and linguistic ethnography. She also has expertise with (linguistic) ethnography and visual research methods.

Citas

Allen, K.-A., Kern, M. L., Rozek, C. S., McInerney, D. M., & Slavich, G. M. (2021). Belonging: A review of conceptual issues, an integrative framework, and directions for future research. Australian Journal of Psychology, 73(1), 87–102. https://doi.org/10.1080/00049530.2021.1883409

Anthias, F. (2018). Identity and belonging: Conceptualizations and reframings through a translocational lens. In K. Davis, K., Ghorashi, H. & Smets, P. (Eds.), Contested belonging: Spaces, practices, biographies (pp. 137–159). Emerald Publishing. https://doi.org/10.1108/978-1-78743-206-220181007

Aronin, L., & Ó Laoire, M. (2013). The material culture of multilingualism: Moving beyond the linguistic landscape. International Journal of Multilingualism, 10(3), 225–235, https://doi.org/10.1080/14790718.2012.679734

Aronin, L. (2018). Theoretical underpinnings of the material culture of multilingualism. In L. Aronin, M. Hornsby, G. Kiliańska Przybyło (Eds.), The material culture of multilingualism (21–45). Springer.

Boivin, N. (2021). Homescape: Agentic space for transmigrant families’ multisensory discourse of identity. Linguistic Landscape, 7(1), 37–59.

Busch, B. (2006). Language biographies: Approaches to multilingualism in education and linguistic research. PRAESA Occasional Papers 24, 5–17.

Busch, B. (2022). Children’s perception of their multilingualism. In A. Stavans, & U. Jessner (Eds.), The Cambridge handbook of childhood multilingualism. Cambridge Handbooks in Language and Linguistics (pp. 215–234). Cambridge University Press.

Camilleri Grima, A. (2020). What’s in a house name? Student-teachers’ dialogic encounters with multilingual texts in the environment. Language Awareness, 29(3–4), 199–219. https://doi.org/10.1080/09658416.2020.1782416

Camilleri Grima, A. & Krompák, E. (in prep.). Negotiation and co-construction of multilingual identities in a digital space.

Chang, H. (2008). Autoethnography as method. Left Coast Press.

Curdt-Christiansen, X. L. (2020) Educating migrant children in England: Language and educational practices in home and school environments, International Multilingual Research Journal, 14(2), 163–180, DOI: 10.1080/19313152.2020.1732524

Curdt-Christiansen, X. & Lanza, E. (2018). Language management in multilingual families: Efforts, measures and challenges. Multilingua, 37(2), 123–130. https://doi.org/10.1515/multi-2017-0132

Ellis, C., Adams, T. E., & Bochner, A. P. (2010). Autoethnografie. In G. Mey & K. Mruck (Eds.), Handbuch Qualitative Forschung in der Psychologie (pp. 345–357). VS Verlag/Springer.

Farrukh, A., Barnes, M. M. & Eisuke Saito, E. (2023). Language and belonging in Australian schools: perspectives and experiences of families from refugee backgrounds, International Journal of Inclusive Education, DOI: 10.1080/13603116.2023.2255601

Fetterman, D. M. (2020). Ethnography step-by-step (4th ed.). Sage.

Fobear, K. (2022). The precariousness of home and belonging among queer refugees: Using participatory photography in oral histories in Vancouver, British Columbia. The Oral History Review, 49(2), 199–226. https://doi.org/10.1080/00940798.2022.2090263

Gonçalves, K., & Lanza, E. (2024). Familyscapes. In R. Blackwood, S. Tufi, & W. Amos (Eds), The Bloomsbury handbook of linguistic landscape (pp. 422–440). Bloomsbury.

Gonzales, D. S. (2023). El paisaje lingüístico en los baños de mujeres de la Universidad Nacional de Cuyo, Mendoza – Argentina [Linguistic Landscape in Women’s Bathrooms of the National University of Cuyo, Mendoza – Argentina]. Entramado, 19(1), 1–22. https://doi.org/10.18041/1900-3803/entramado.1.9680

Gordon, J. (2023). Longing and belonging: making mobiles in art therapy with young Ukrainian refugees. International Journal of Art Therapy, 29(3), 165–173. https://doi.org/10.1080/17454832.2023.2261539

Gorter, D., & Cenoz, J. (2024). A panorama of linguistic landscape studies. Multilingual Matters.

Haque, S. (2012). Toward an identity stress: Language and religious affiliations of an immigrant adolescent in Norway. Nordic Journal of Migration Research, 2(3), 224–231.

Holm, G. (2018). Visual ethnography in education. In D. Beach, C. Bagley, & S. Marques de Silva (Eds.), The Wiley handbook of ethnography of education (pp. 325‒354). Wiley Blackwell.

Huang, Z. M., & Cockayne, H. (2023). Searching for belonging: Learning from students’ photographs about their higher education experiences’. London Review of Education, 21(1), 27. https://doi.org/10.14324/LRE.21.1.27

Järlehed, J. (2019). KILL BILBO: Metrolingual play in Galician and Basque T-shirts. International Journal of Multilingualism, 16(1), 59–78. https://doi.org/10.1080/14790718.2018.1500260

Jaworski, A., & Lou, J. J. (2020). #wordswewear: Mobile texts, expressive persons, and conviviality in urban spaces. Social Semiotics. https://doi.org/10.1080/10350330.2020.1810545

Krompák, E. (2018). Linguistic Landscape im Unterricht. Das didaktische Potenzial eines soziolinguistischen Forschungsfelds. [Linguistic Landscape in the classroom. The didactic potential of a sociolinguistic research field.] Beiträge zur Lehrerinnen- und Lehrerbildung, 36(2), 246–261.

Krompák, E. (2021). Social Justice durch die Erforschung von Linguistic Landscape. Babylonia, Journal of Language Education, 1, 30–39.

Krompák, E., & Gorter, D. (2024). Introduction: Educational agency and activism in public spaces. In D. Gorter & E. Krompák (Eds.), Educational agency and activism in linguistic landscape studies (pp. 23–42). Peter Lang.

Krompák, E. (2025a). Language learning in linguistic landscape: Toward a sustainable and socially responsive language education. In D. Gorter & J. Cenoz (eds.). The Handbook of Linguistic Landscapes and Multilingualism (pp. 481–501). Wiley-Blackwell.

Krompák, E. (2025b). “I am Bernese and proud of it”: Regional linguistic identity and translanguaging in teacher education in Switzerland, Journal of Language, Identity & Education, DOI: 10.1080/15348458.2025.2528707

Laihonen, P. (2016). Beware of the dog! Private linguistic landscapes in t wo ‘Hungarian’ villages in South-West Slovakia. Language Policy, 15, 373–391, https://doi.org/10.1007/s10993-015-9358-y

Lanza, E. & Lomeu Gomes, R. (2020). Family language policy: Foundations, theoretical perspectives and critical approaches. In A. Schalley & S. Eisenchlas (eds.), Handbook of Home Language Maintenance and Development: Social and Affective Factors (pp. 153–173). Berlin, Boston: De Gruyter Mouton. https://doi.org/10.1515/9781501510175-008

Li, W. (2011). Moment analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain. Journal of Pragmatics, 43, 1222–1235.

Mayring, P. (2014). Qualitative content analysis: Theoretical foundation, basic procedures and software solution. Klagenfurt. https://nbn-resolving.org/urn:nbn:de:0168-ssoar-395173

Melo-Pfeifer, S. (2020). Linguistic landscape in the home: Multilingual children`s toys, books and games. In A. Stavans, & U. Jessner (Eds.), Cambridge handbook of childhood multilingualism (pp. 605–622), Cambridge University Press.

Pfaff-Czarnecka, J. (2020). From ‘identity’ to ‘belonging’ in social research: Plurality, social boundaries, and the politics of the self. European Scientific Journal, 16(39), 113–132, https://doi.org/10.19044/esj.2020.v16n39p113

Peck, A., & Stroud, C. (2015). Skinscapes. Linguistic Landscape, 1(1/2), 133–151.

Peck, A., Stroud, C., & Williams, Q. (Eds.). (2019). Making sense of people and place in linguistic landscapes. Bloomsbury Academic.

Schuurman, N. (2024). Multispecies homescapes. Progress in Human Geography, 48(5), 655–668. https://doi.org/10.1177/03091325241240563

Thompson, I., Nurse, L. & Fazel, M. (2023) Tensions in Cultural Identity and Sense of Belonging for Internally Displaced Adolescents in Ukraine, Child Care in Practice, 29 (3), 319–334, DOI: 10.1080/13575279.2023.2199192

Yu, Y. (2022). FLP and homescapes: Employing walking tour methodology in researching children’s and parents’ perspectives. Journal of Home Language Research, 5(1), 6, 1–19. https://doi.org/10.16993/jhlr.46

Yao, X. (2025). Power, affect, and identity in the linguistic landscape Chinese communities in Australia and beyond. Routledge.

Vold Lexander, K., & Androutsopoulos, J. (2023). Multilingual families in a digital age: Mediational repertoires and transnational practices. Routledge.