Translanguaging in public and digital spaces: integrating telecollaboration to linguistic landscapes studies

Abstract

Abstract Multilingual individuals seem to possess a rich linguistic repertoire and utilise different languages for different purposes in various environments. Although analysing linguistic landscapes has great potential to provide insight into the nature of language use and could contribute significantly to language learning and teaching, less attention has been paid to studies in this direction. Considering this research gap, the current study set out to map translanguaging practices in public and digital spaces by bringing together academics, inservice teachers and teacher candidates in a multinational telecollaboration project. Analysis of the posts on Edmodo and illustrations collected during the project showed three main translanguaging practices: (a) flexible language use in social spaces, (b) crosslinguistic translanguaging practices in public spaces, and (c) unitary translanguaging practices in digital spaces. Quantitative analyses revealed positive attitudes regarding crosslinguistic awareness and the benefits of multilingual practises in the classroom. The study provides several implications for policymakers, researchers, and classroom practitioners.

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