Navigating Multicultural and Multilingual Realities through Pedagogical Linguistic Landscapes in English Classrooms

Abstract

Researchers have explored Linguistic Landscapes (LL) from diverse perspectives, recognizing its educational value as a tool for language learning. This study delved into the multifaceted impacts of integrating LL-centered materials into high school English as a foreign language classrooms. The investigation involved three LL-based activities implemented in an 11th-grade classroom in southeastern Türkiye, following a literacies-oriented pedagogy of Linguistic Landscapes in Second Language Teaching and Learning (LLinL2TL). Spanning 12 weeks, the intervention included data collection through semi-structured interviews and pre- and post-study reflective journals of 32 participants. The findings reveal that the activities fostered learners' awareness of multiculturalism and multilingualism, enhanced their understanding of sociolinguistic dynamics within local and global LLs, and challenged their preconceived notions, providing fresh perspectives. However, learners faced challenges with heavy workloads and limited time for LL tasks, limiting engagement and reflection. Despite this, the study underscores LL materials' value in fostering meaningful and engaging language learning experiences. The study contributes to pedagogical and theoretical discussions and concludes with limitations and implications.