ABSTRACT

This article explores the construction of multilingualism in the semiotic landscapes of two kindergartens, one in Norway and one in Germany. Semiotic landscape is here understood as the visual linguistic environment, including various semiotic resources, such as texts, symbols, drawings or pictures. In kindergarten, semiotic landscapes construct and transform views on languages and multilingualism as well as pedagogical aims. The data material for this study was collected during ethnographic fieldwork. Using a nexus analytic approach the paper explores which discourses on multilingualism are constructed in the semiotic landscapes, whose voices are represented and which interaction order they involve. While the semiotic landscape in the Norwegian kindergarten constructs the kindergarten as multilingual, the semiotic landscape in the German kindergarten points to a predominance of German. However, a closer analysis also shows practices that erase linguistic diversity and devalue multilingualism in the Norwegian kindergarten and practices that encourage multilingualism in the German kindergarten. An important part of this is the oral communication practice which at times contrasts the overall discourses in the semiotic landscapes.

摘要

本文探讨了两所幼儿园（一所在挪威，一所在德国）的符号学景观中的多语言建设。符号景观这里理解为视觉语言环境，包括各种符号资源，如文本、符号、图画或图片。在幼儿园，符号学景观构建和改变了对语言和多语言以及教学目标的看法。本研究的数据材料是在民族志实地考察期间收集的。使用联系分析方法，本文探讨了在符号学景观中构建了哪些关于多语言的话语，代表了他们的声音以及它们涉及的交互顺序。虽然挪威幼儿园的符号景观将幼儿园构建为多语种，但德国幼儿园的符号景观表明德语占主导地位。然而，更仔细的分析还表明，挪威幼儿园消除语言多样性和贬低多语制的做法以及德国幼儿园鼓励多语制的做法。其中一个重要的部分是口头交流实践，它有时与符号学领域的整体话语形成对比。