Fictional Linguistic Landscapes : Merging Fan Practices and Linguistic Landscapes for Language Classrooms.

Format:

Book

Author/Creator:

Solmaz, Osman.

Language:

English

Physical Description:

1 online resource (265 pages)

Edition:

1st ed.

Place of Publication:

Bristol : Multilingual Matters, 2025.

Summary:

This book explores how fan practices, such as fan art and fan fiction, and linguistic landscapes - the language surrounding us in everyday contexts - can be integrated into foreign language teaching. The book represents a step forward in EFL and TESOL pedagogy, making language learning relevant to today's students.

Contents:

Cover

Half Title

Title Page

DOI https://doi.org/10.21832/SOLMAZ8738

Copyright

Contents

Figures

Tables

Acknowledgments

Adopting Fictional Landscapes for Language Learning: A Foreword

References

Chapter 1: Introduction: Navigating and Experiencing Realities through Fiction

1.1 Linguistic Landscapes

1.2 Fan Practices

1.3 Fictional Linguistic Landscapes

1.4 Purpose(s) of the Book

1.5 Structure of the Book

Chapter 2: A Critical Review of Linguistic Landscapes in Second Language Teaching and Learning

2.1 Emerging Themes across Pedagogical LL Research

2.1.1 LL for second language development

2.1.2 LL for sociocultural reflection and engagement

2.1.3 LL for cultivating multidimensional awareness

2.1.4 LL for enhancing multimodal literacies

2.1.5 LL for teachers' professional development

2.2 Theoretical Underpinnings of LL Research in Language Education

2.3 LLinL2TL: A Literacies-Based Pedagogical Model

2.4 Conclusion

Chapter 3: A Comprehensive Exploration of Fan Practices for Language Teaching and Learning

3.1 New Frontiers of Fan Culture: Fan Affinities in the Digital Age

3.2 Fan Practices: Categories and Examples

3.3 Emerging Themes in Educational Research on Fan Practices

3.3.1 Fan practices for second/foreign language development

3.3.1.1 Fan practices for the development of reading

3.3.1.2 Fan practices for the development of writing

3.3.1.3 Fan practices for the development of vocabulary

3.3.2 Fan practices for the (re)construction of identities

3.3.3 Fan practices for intercultural competence and critical digital literacies

3.4 Incorporating Fan Practices into the Classroom

3.5 A Pedagogical Model for Systematic Incorporation of Fan Practices into Classrooms.

Chapter 4: Language Learners Designing Fannish Semiotic Landscapes for Frank Herbert's 'Duniverse'

4.1 Multimodal Fan Practices within Semiotic Landscapes in the Classroom

4.2 Learners' Designs of Fannish Semiotic Landscapes

4.3 Emerging Themes

4.3.1 From canon to 'fan'on: Going beyond the established narratives

4.3.2 Developing a diachronic LL perspective

4.3.3 Interpreting sociocultural dynamics in the Duniverse

4.4 Reflections on Learners' Fan Practices in Semiotic Landscapes

4.5 Sample Pedagogical Practices

4.6 Final Thoughts

Chapter 5: Skinscapes and Fan Artworks as Multimodal Meaning-Making Literacy Practices in Language Classrooms

5.1 Skinscapes and Fan Art Practices in the Classroom

5.2 Learners' Tattoo Designs

5.3 Emerging Themes

5.3.1 Meaning-making through body materiality

5.3.2 Navigating intersectionality of discourses and normative regimes

5.3.3 Connecting temporal extensions and intertextuality

5.4 Reflections on Learners' Engagement with Skinscapes and Fan Art Practices

5.5 Sample Pedagogical Practices

5.6 Final Thoughts

Chapter 6: Resonating through the Sands of Arrakis: Learners Socializing into Musical Fan Practices

6.1 Lyrical Fan Practices as Soundscapes in the Classroom

6.2 Learners' Lyrical Fan Practices

6.3 Emerging Themes

6.3.1 Socialization through lexical modifications and references

6.3.2 Socialization through contextual and thematic shifts

6.3.3 Socialization through multimodal fan practices

6.4 Reflections on Learners' Lyrical Fan Practices

6.5 Sample Pedagogical Practices

6.6 Final Thoughts

Chapter 7: From Digital Fandom to Language Education: Leveraging Fan Practices within Social Mediascapes

7.1 Fan Practices on Social Mediascapes in the Classroom

7.2 Learners' Social Media Designs

7.3 Emerging Themes.

7.3.1 Leveraging creative playgrounds

7.3.2 Transmediating identity performances

7.3.3 Engaging in collaborative storytelling

7.4 Reflections on Learners' Fan Practices on Social Mediascapes

7.5 Sample Pedagogical Practices

7.6 Final Thoughts

Chapter 8: Leveraging Fictional Linguistic Landscapes in Teacher Education: Insights from Lesson Plan Analysis

8.1 Fictional Linguistic Landscapes (FLL) in a Teacher Education Course

8.2 Student Teachers' FLL-Oriented Lesson Plans

8.3 Key Findings

8.3.1 Situated practice

8.3.2 Guided exploration

8.3.3 Creation

8.3.4 Transformed practice

8.3.5 Assessment of learners' works

8.4 Reflections on Student Teachers' FLL-Oriented Lesson Plans

8.5 Pedagogical Suggestions for Teacher Educators

8.6 Sample FLLinL2TL Lesson Plan

8.7 Final Thoughts

Chapter 9: Conclusion, Key Insights and Implications for Research and Pedagogy

9.1 Introduction

9.2 Key Insights

9.3 Implications for Research

9.4 Implications for Pedagogy

9.5 Final Thoughts

Appendices

Appendix A

Plot Summary

Key Characters

Appendix B

Appendix C

Scoring Guide:

Index.

Notes:

Description based on publisher supplied metadata and other sources.

ISBN:

1-80041-874-4

1-80041-875-2

OCLC:

1537943184