Paisaje lingüístico. Un recurso TIC-TAC-TEP para el aula


Abstract – The aim of this article is to show how the methodological approach known as the Linguistic Landscape (LL) provides new resources for the analysis of sociolinguistic changes to multilingual contexts associated with migratory flows and globalisation. Linguistic landscapes are also extremely useful when designing metalinguistic awareness activities within the framework of Critical Linguistic Education. The study analyses the linguistic landscape of the Sabón industrial zone that surrounds a number of schools based in the municipality of Arteixo, situated in the province of A Coruña (Galicia, Spain). In recent decades, the municipality has undergone a series of major changes, many of which are related to migratory trends. Our work considers the transformation of the linguistic landscape of the municipality’s industrial estate, situated on land used almost entirely for farming until the 1970s. However, industrialisation has led to its intense gentrification. The results of our research will allow for the design of TIC (Information and Communication Technology), TAC (Technology of knowledge adquisition) and TEP (Technology of empowement and participation) resources for social inclusion in MAVEL (Maps for an Atlas of linguistic education in superdiversity):

DOI Code: 10.1285/i22390359v25p277

Keywords: Linguistic Landscape; gentrification; Critical Sociolinguistics; Critical Language Education; ICT


Ben-Rafael E. 2009, A Sociological Approach to the Study of Linguistic Landscapes, in Shohamy E. and Gorter D. (eds.), Linguistic Landscape: Expanding the Scenery, Routledge, London, pp. 40-54.

Ben-Rafael E. and Ben-Rafael M. 2016, Berlin’s Linguistic Landscapes: Two Faces of Globalization, in Blackwood R., Lanza E. and Woldemariam H. (eds.), Negotiating and Contesting Identities in Linguistic Landscapes, Bloomsbury Publishing, London, pp. 197-213.

Blommaert J. 2007, Sociolinguistic scales, in “Intercultural Pragmatics” 4 [1], pp. 1-19.

Blommaert J. 2010, The Sociolinguistics of Globalization, Cambridge University Press, Cambridge.

Blommaert J. 2013, Ethnography, Superdiversity and Linguistic Landscapes: Chronicles of Complexity, Multilingual Matters, Bristol.

Cenoz J. and Gorter D. 2006, Linguistic Landscape and Minority Languages, in Gorter D. (ed.), Linguistic Landscape: A New Approach to Multilingualism, Multilingual Matters, Clevedon, pp. 67-80.

Dagenais D., Walsh N., Armand F. and Maraillet E. 2008, Collaboration and co-construction ok knowledge during language awareness activities in Canadian elementary school, in “Language Awareness” 17 [2], pp. 39-155.

García O. 2008, Multilingual language awareness and teacher education, in Cenoz J. and Hornberger N. (eds.), Encyclopedia of Language and Education. Knowledge about Language, Springer, Berlin, pp. 385-400.

García O., Espinet I. y Hernández L. 2013, Las paredes hablan en El Barrio: Mestizo signs and semiosis, en “Revista Internacional de Lingüística Iberoamericana” 21 [1], pp. 135-152.

Gorter D., Aiestaran J. and Cenoz J. 2012, The Revitalization of Basque and the Linguistic Landscape of Donostia-San Sebastián, in Gorter D., Marten H.F. and Van Mensel L. (eds.), Minority Languages in the Linguistic Landscape, Palgrave Macmillan, London, pp. 148-63.

Hawkins E. 1984, Awareness of language: An introduction. Cambridge University Press, Cambridge.

Hawkins E. 1992, Awareness of language/knowledge about language in the curriculum of England and Wales. An historical note on twenty years of curricular debate, in “Language Awareness” 1 [1], pp. 5-17.

Heller M. 2002, Éléments d’une Sociolinguitique Critique, Didier, Paris.

Landry R. and Bourhis R. 1997, Linguistic landscape and ethnolinguistic vitality: an empirical study, in “Journal of Language and Social Psychology” 16 [1], pp. 23-49.

Maceiras X. en prensa, 50 anos de Sabón, Autoedición, Arteixo.

Martín Rojo L. and Portillo C. 2015, The Transformation of Urban Space: Agency and Constraints in a Peripheral District in the Post-Industrial City of Madrid, in “AILA Review” 28, pp. 72-102.

Poveda D. 2012, Literacy Artifacts and the Semiotic Landscape of a Spanish Secondary School, in “Reading Research Quarterly” 47 [1], pp.61-88.

Prego Vázquez G. y Zas Varela L. 2015, Identidades en los márgenes de la superdiversidad: prácticas comunicativas y escalas sociolingüísticas en los nuevos espacios educativos multilingües en Galicia, en “Discurso & Sociedad” 1 [2], pp. 165-196.

Regueira Fernández X.L., López Docampo M. y Wellings M. 2013, El paisaje lingüístico en Galicia, en “Revista Internacional de Lingüística Iberoamericana” 21, pp. 39-62.

Reig D. s.f., El caparazón, (21.02.2018).

Smith N. 1982, Gentrification and uneven development, in “Economic Geography” 58[2], pp.139-155.

Vandenbroucke M. 2017, Multilingualism, urban change and gentrification in the landscape of a Brussels neighbourhood, in “Multilingua: Journal of Cross-Culture and Interlanguage Communication”, 37 [1], pp. 25-52.

Vivancos J. 2008, Tratamiento de la información y competencia digital, Alianza Editorial, Madrid.

Zas Varela L. y Prego Vázquez G. 2016, Las escalas del paisaje lingüístico en los márgenes de la superdiversidad, en “Cescontexto Debates” 15, pp. 6-25.

Zas Varela L. and Prego Vázquez G. 2018, A View of Linguistic Landscapes for an Ethical and Critical Education, in De Palma R. and Pérez-Caramés A. (eds.), Galician Migrations: A Case Study of Emerging Super-diversity, Springer, Cham, pp. 249-264.

Full Text: pdf


  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribuzione - Non commerciale - Non opere derivate 3.0 Italia License.