Fictional Linguistic Landscapes: Merging Fan Practices and Linguistic Landscapes for Language Classrooms...

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Osman Solmaz

Fictional Linguistic Landscapes

Merging Fan Practices and Linguistic Landscapes for Language Classrooms

Osman Solmaz

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Hardback

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English

Multilingual Matters
11 November 2025

ELT: teaching theory & methods; Semiotics & semiology

Series: New Perspectives on Language and Education

This book explores how fan practices, such as fan art and fan fiction, and linguistic landscapes – the language surrounding us in everyday contexts – can be integrated into foreign language teaching through the innovative Fictional Linguistic Landscapes pedagogy. It offers practical models for educators to use multimodal fan activities to enhance second language learning, including designing semiotic landscapes, soundscapes, skinscapes and social mediascapes. Drawing on popular fictional universes like Dune, it illustrates how educators can utilize fan practices to foster deeper language learning, critical thinking and intercultural awareness. The result is an innovative pedagogical approach that blends entertainment, social media and popular culture with language learning in a way that promises to engage and inspire students. The book represents a step forward in EFL and TESOL pedagogy and demonstrates how theoretical advances can be used in ways that make language learning relevant to today’s students.

By: Osman Solmaz
Imprint: Multilingual Matters
Country of Publication: United Kingdom
Dimensions: Height: 234mm, Width: 156mm, Spine: 17mm
Weight: 550g
ISBN: 9781800418738
ISBN 10: 1800418736
Series: New Perspectives on Language and Education
Pages: 264
Publication Date: 11 November 2025
Audience: College/higher education , Further / Higher Education
Format: Hardback
Publisher's Status: Active

Chapter 1. Introduction: Navigating and Experiencing Realities through Fiction Chapter 2. A Critical Review of Linguistic Landscapes in Second Language Teaching and Learning Chapter 3. A Comprehensive Exploration of Fan Practices for Language Teaching and Learning Chapter 4. Language Learners Designing Fannish Semiotic Landscapes for Frank Herbert’s ‘Duniverse’ Chapter 5. Skinscapes and Fan Artworks as Multimodal Meaning-Making Literacy Practices in Language Classrooms Chapter 6. Resonating through the Sands of Arrakis: Learners Socializing into Musical Fan Practices Chapter 7. From Digital Fandom to Language Education: Leveraging Fan Practices within Social Mediascapes Chapter 8. Leveraging Fictional Linguistic Landscapes in Teacher Education: Insights from Lesson Plan Analysis Chapter 9. Conclusion: Key Insights, and Implications for Research and Pedagogy

Osman Solmaz is an Associate Professor of English Language Teaching at Dicle University, Türkiye, and holds a PhD in Second Language Acquisition and Teaching from the University of Arizona, USA. He is the recipient of the 2025 TESOL Teacher of the Year Award. His research explores language teacher education, linguistic landscapes, and the integration of digital technologies and fan practices into second language teaching and learning.

Reviews for Fictional Linguistic Landscapes: Merging Fan Practices and Linguistic Landscapes for Language Classrooms

What happens when fan fiction meets linguistic landscapes? An innovative, creative, and thought-provoking book about the potential of fictional linguistic landscapes in the language classroom. With carefully crafted theoretical insights and rich empirical examples, this work shows that fan fiction and linguistic landscapes are destined to live happily ever after. * Sílvia Melo-Pfeifer, University of Hamburg, Germany * This is an innovative volume rich in creative teaching examples and material for language educators interested in bringing multimodal fan practices into their classes. By merging the boundaries of second language pedagogy and linguistic landscaping with popular fan practices found in the digital wilds, it addresses an often-raised concern by language teachers around the world: how to truly engage language students in reading, writing and thinking in the target language. * Shannon Sauro, University of Maryland, Baltimore County, USA *