Learning Through Language and Culture Using Semiotics

• In Event: Embodied, Multiscalar, and Mediated Translanguaging Across Spaces, Identities, and Technologies

Abstract

The number of English learners in public schools in the United States increased between Fall 2011 and Fall 2021 from 4.6 million students to 5.3 million students. Learning through language and cultures using semiotics is critical in addressing students’ needs. This paper presents a semiotic approach used to train in-service teachers on using spatial knowledge to help bilingual and multilingual learners explore their identities and gain language skills. Spatial knowledge involves integrating language with geographical locations and cultural contexts. The findings indicated that teachers felt inspired to create curriculum focusing on students’ cultures, languages, and sense of belonging. These practices facilitate learning in the classroom using visualizations and bridging students lived experiences and curricular experiences.

Author

• Tala M. Karkar Esperat, Eastern New Mexico University