Illustrates the development of translingual, transcultural competencies through student engagement with situated multimodal texts
Introduces novel approaches for situated L2 reading and writing
Advances the field of Linguistic Landscape from a pedagogical vantage point
About the Author:
David Malinowski is Assistant Professor in the Department of Linguistics and Language Development at San José State University. With interests in language and literacy education, multimodal communication and technology-enhanced learning, he teaches and conducts research on language teacher development, language teaching with technology, and place-based language learning. He is an associate editor for the journal Linguistic Landscape.
Hiram H. Maxim is Professor of German Studies and Linguistics at Emory University. His research interests lie in the general area of instructed adult second language acquisition with specific interest in the relationship between second language reading and writing and curricular approaches that facilitate that intersection.
Sébastien Dubreil is Teaching Professor of French and Francophone Studies, Second Language Acquisition, and Technology-Enhanced Learning at Carnegie Mellon University. Specializing in CALL, his research interests focus on the use of technology in fostering transcultural learning. His most recent research examines the notions of social pedagogies, linguistic landscapes, and game-based language and culture learning.