Revaluation of graffiti as unwanted texts in language acquisition

Abstract

The aim of the article is to theoretically substantiate the use of graffiti in the learning process and practically demonstrate how graffiti texts could be included in language acquisition (especially in the language as a first language lessons). Graffiti examples are taken from the linguistic landscape of Latvia to discuss with secondary school pupils the language use in the city, emotions in language, as well as to enhance understanding of linguistic and visual images on the various levels. The education context of Latvia is presented first, then the edusemiotics theory is briefly explained, followed by the general description of graffiti as a public sign. In the practical part, three ideas for work with graffiti during lessons of the Latvian language are proposed. The end of the article offers an assessment of examples and conclusions. Graffiti as authentic text is a tool to attract the pupils’ attention and to speak about both specific linguistic issues and the issues important to the pupils. Methodologically practical examples showed that including graffiti texts in the learning process is not an impossible or a deprecatory idea.