Exploring the Educational Linguistic Landscape Through Cultural Capital Theory: A Case Study of a Rural Primary School in China

Abstract

Research on linguistic landscapes in educational settings has highlighted their role in reflecting institutional ideologies and shaping school culture, yet little attention has been paid to rural schools, where signage may carry heightened symbolic significance. Grounded in Bourdieu's theory of cultural capital, this study aims to examine how cultural capital is represented and transmitted through a campus linguistic landscape of a rural primary school. Adopting a mixed‐methods design, the study collected data from a rural primary school, combining quantitative analysis of sign features with qualitative interpretation of students' perceptions. A total of 180 signs were collected, and interviews were conducted with 30 students to capture both visual patterns and lived experiences. Data were processed through content, discourse and thematic analyses. The findings reveal a predominantly monolingual and institutionally dominated landscape characterised by disciplinary and motivational functions. Five types of cultural capital emerged, namely institutionalised, educational, social normative, symbolic identity and participatory. Students demonstrated varied attitudes towards these messages, ranging from compliance to emotional resonance and aesthetic participation. The study contributes to understanding how linguistic landscapes mediate cultural reproduction and offers insights into creating more inclusive and participatory educational spaces in rural contexts.