Learning english by walking down the street

Chiou lan Chern*, Karen Dooley

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

53 Citations (Scopus)


With internationalization and globalization, English has proliferated in urban spaces around the world. This creates new opportunities for EFL learning and teaching. An English literacy walk is one activity that can be used productively to capitalize on this potential. The activity has roots in long-established approaches to emergent literacy education for young children and pedagogic projects inspired by recent research on linguistic landscapes. Drawing on these traditions, teachers can target reading outcomes involving code, semantic, pragmatic, and critical knowledge and skills. We use the four resources model of literate practices to systematically map some of the potential of literacy walks in multilingual, multimodal linguistic landscapes. We suggest tasks and teacher questions that might be used for the explicit teaching of reading during and after literacy walks. Although grounded in Taipei, our ideas might be of interest to EFL teachers in other globalized cities around the world.

Original languageEnglish
Article numbercct067
Pages (from-to)113-123
Number of pages11
JournalELT Journal
Issue number2
Publication statusPublished - 2014 Apr

ASJC Scopus subject areas

  • Language and Linguistics
  • Education
  • Developmental and Educational Psychology


Dive into the research topics of 'Learning english by walking down the street'. Together they form a unique fingerprint.

Cite this