Acceso usuarios
Nueva Zelanda
This study explores the use of the linguistic landscape (LL) by tworecent migrants to New Zealand as a resource for languagelearning beyond the classroom (LBC) from a socio-cognitiveperspective. With a focus on learning Māori, we inquire into thesebeginner-level language learners’ experience of using bilingualpublic signage as the primary learning resource over a four-month period, with a specific focus on the learners’ interest,perceived self-efficacy, and time investment during the LBCexperience. Using a purpose-built dataset of bilingual signage inAuckland, the learners identified criteria to categorize individualsigns according to difficulty level, and they tracked their learningexperience using monthly questionnaires (interest and self-efficacy), a time sheet, and personal journals. The learnersdisplayed individual differences in their approaches to LBC, andin their perceived self-efficacy. We discuss these differences, usingthe journals to provide insight into learners’ thoughts, actionsand emotions. We provide recommendations for autonomouslanguage learning with the LL, and for the promotion of bilingualpublic signage as a tool for language revitalization.
