Schlagworte
language learning
second language acquisition
language awareness
pragmatic competence
multimodality
translanguaging
immersion education
Zitationsvorschlag
Abstract
This article explores the potential of linguistic landscape (LL) as a valuable resource for language learning, emphasizing its multifaceted role in fostering language acquisition, language awareness and intercultural competence. LL serves as an authentic, multimodal and socio-culturally embedded source of linguistic input that can enrich traditional pedagogical approaches. The paper highlights how English’s pervasive presence in LL reflects global sociolinguistic trends, while also examining how minority and heritage languages are represented, often influenced by political and community practices, thus offering opportunities for language revitalization and identity affirmation. Further, engaging with LL promotes pragmatic competence by exposing learners to real-life language use, indirect speech acts and cultural metaphors, while its multimodal and translanguaging features support multiliteracies and intercultural understanding. The concept of the schoolscape extends these ideas to educational environments, where spatial and linguistic arrangements can reinforce or challenge language ideologies, impacting identity and power dynamics. Pedagogical applications, including classroom projects, virtual explorations and research initiatives, demonstrate LL’s capacity to connect formal learning with everyday language environments. Overall, the article underscores LL’s potential to make language learning more contextualized, socially relevant, and empowering, advocating for its systematic integration into diverse educational frameworks to maximize its benefits across sociolinguistic contexts.
Literaturhinweise
Awal A. (2025), The classroom linguistic landscape (CLL): examining English linguistic imperialism and (de)colonisation. „Porta Linguarum”, Special Issue XII, pp. 89‒105. DOI: https://doi.org/10.30827/portalin.viXII.33181
Backhaus P. (2006), Multilingualism in Tokyo: A look into the linguistic landscape. „International Journal of Multilingualism”, 3(1), 52–66. DOI: https://doi.org/10.1080/14790710608668385
Bardovi-Harlig K. (2010), Pragmatic competence and development in a second language. In A. Martínez-Flor & E. Usó-Juan (Eds.), Pragmatic competence: Theoretical perspectives and practical applications. John Benjamins Publishing, pp. 79–100.
Barni M. (2025), Linguistic landscape for (foreign) language learning. In D. Gorter & J. Cenoz (Eds.), The handbook of linguistic landscapes and multilingualism, John Wiley & Sons, pp. 503‒519.
Barrs K. (2012), L2 vocabulary in the L1 environment. „Working Papers in Language Education and Research”, 1(1), pp. 3–10. DOI: https://doi.org/10.64152/10125/44269
Barrs K. (2016), The typology of English in Japanese society: learning from the linguistic landscape. In: Proceedings of CLaSIC 2016, pp. 21–29. https://fass.nus.edu.sg/cls/wp-content/uploads/sites/32/2020/10/barrskeith.pdf.
Basterretxea Santiso G. (2023), Linguistic landscape in a rural Basque area: A case study in Ondarroa. „International Journal of Multilingualism”, 22(2), pp. 209‒227. DOI: https://doi.org/10.1080/14790718.2023.2256781
Basterretxea Santiso G. & Ornelles A. (2025), Cross-regional comparison of attitudes and perceptions towards the visual linguistic landscape: Basque Country and Galicia. „International Journal of Multilingualism”, pp. 1‒16. DOI: https://doi.org/10.1080/14790718.2025.2456661
Björklund S. & Mård-Miettinen K. (2011), Integrating multiple languages in immersion: Swedish immersion in Finland. In D. J. Tedick, D. Christian & T. W. Fortune (Eds.), Immersion education: Practices, policies, possibilities. Multilingual Matters, pp. 13–35. DOI: https://doi.org/10.2307/jj.29308515.7
Blackwood R. & Tufi S. (2012), Policies vs Non-Policies: Analysing Regional Languages and the National Standard in the Linguistic Landscape of French and Italian Mediterranean Cities. In: Gorter D., Marten H.F. & Van Mensel L. (Eds.), Minority Languages in the Linguistic Landscape. Palgrave Macmillan, pp. 109‒126. DOI: https://doi.org/10.1057/9780230360235_7
Brown K.D. (2012), The linguistic landscape of educational spaces: Language revitalization and schools in southeastern Estonia. In D. Gorter, H.F. Marten & L. van Mensel (Eds.), Minority languages in the linguistic landscape. Palgrave Macmillan, pp. 281–298. DOI: https://doi.org/10.1057/9780230360235_16
Brown K.D. (2018), Shifts and stability in schoolscapes: Diachronic considerations of southeastern Estonian schools. „Linguistics and Education”, 44, pp. 12–19. DOI: https://doi.org/10.1016/j.linged.2017.10.007
Brown P. & Levinson S.C. (1987), Politeness: Some universals in language usage. Cambridge University Press. DOI: https://doi.org/10.1017/CBO9780511813085
Burwell C. & Lenters K. (2015), Word on the street: Investigating linguistic landscapes with urban Canadian youth. „Pedagogies: An International Journal”, 10(3), pp. 201–221. DOI: https://doi.org/10.1080/1554480X.2015.1029481
Canagarajah S. (2013), Translingual practice: Global Englishes and cosmopolitan relations. Routledge. DOI: https://doi.org/10.4324/9780203073889
Cenoz J. & Gorter D. (2006), Linguistic landscape and minority languages. „International Journal of Multilingualism”, 3(1), pp. 67–80. DOI: https://doi.org/10.1080/14790710608668386
Cenoz J. & Gorter D. (2008), Linguistic landscape as an additional source of input in second language acquisition. „International Review of Applied Linguistics in Language Teaching”, 46(3), pp. 267–287. DOI: https://doi.org/10.1515/IRAL.2008.012
Cenoz J. & Gorter D. (2022), Pedagogical translanguaging. Cambridge University Press. DOI: https://doi.org/10.1017/9781009029384
Chern C.-I. & Dooley K. (2014), Learning English by walking down the street. „ELT Journal”, 68(2), pp. 113–123. DOI: https://doi.org/10.1093/elt/cct067
Chesnut M., Lee V. & Schulte J. (2013), The language lessons around us: Undergraduate English pedagogy and linguistic landscape research. „English Teaching: Practice and Critique”, 12(2), pp. 102–120.
Cope B. & Kalantzis M. (2000), Multiliteracies: Literacy learning and the design of social futures. Macmillan.
Cook V. (1992), Evidence for multi-competence. „Language Learning”, 42(4), pp. 557–591. DOI: https://doi.org/10.1111/j.1467-1770.1992.tb01044.x
Crystal D. (1997), English as a global language (2nd ed.). Cambridge University Press.
Dagenais D., Moore D., Sabatier C., Lamarre P. & Armand F. (2009), Linguistic landscape and language awareness. In E. Shohamy & D. Gorter (Eds.), Linguistic landscape: Expanding the scenery. Routledge, pp. 253–269.
Fernández Juncal C. (2020), Functionality and coexistence of Spanish and Basque in Bilbao’s linguis- tic landscape. „Íkala: Revista de Lenguaje y Cultura”, 25(3), pp. 713–729. DOI: https://doi.org/10.17533/udea.ikala.v25n03a04
Fortune T.W. & Tedick D.J. (2008), One-way, two-way and indigenous immersion: A call for cross-fertilization. In T.W. Fortune & D.J. Tedick (Eds.), Pathways to multilingualism: Evolving perspectives on immersion education. Multilingual Matters, pp. 3–21. DOI: https://doi.org/10.2307/jj.27710845.6
From T. (2020), ‘We are two languages here.’ The operation of language policies through spatial ideologies and practices in a co-located and a bilingual school. „Multilingua”, 39(6), pp. 663–684. DOI: https://doi.org/10.1515/multi-2019-0008
Gade D.W. (2003), Language, identity, and the scriptorial landscape in Québec and Catalonia. „Geographical Review”, 93(4), pp. 429‒448. DOI: https://doi.org/10.1111/j.1931-0846.2003.tb00041.x
García O. & Li W. (2014), Translanguaging: Language, bilingualism and education. Palgrave Macmillan. DOI: https://doi.org/10.1057/9781137385765_4
Garncarek P. & Łukaszewicz B. (2024), Stolica (nie)znana. Warszawa i koncepcje rozwoju miast w nauczaniu języka polskiego i kultury polskiej cudzoziemców. In Garncarek P., & B. Łukaszewicz (Eds.), Polszczyzna dla cudzoziemców – lokalność i regionalizm. University of Warsaw Press, pp. 31–50. DOI: https://doi.org/10.31338/uw.9788323565376.pp.31-50
Gerritsen M., Korzilius H., van Meurs F. & Gijsbers I. (2000), English in Dutch commercials: Not understood and not appreciated. „Journal of Advertising Research”, 40(3), pp. 17–31. DOI: https://doi.org/10.2501/jar-40-4-17-31
Goczyła-Ferreira A. (2018), Polskość na antypodach: wybrane aspekty historyczne i językowe polskiej obecności w Brazylii. „Postscriptum polonistyczne”, 1(21), pp. 173‒186. DOI: https://doi.org/10.31261/PS_P.2018.21.12
Goczyła-Ferreira A. (2022), Używanie polszczyzny w kolonii Dom Pedro II na tle badań bilingwizmu polsko-portugalskiego w Brazylii. „Poradnik Językowy”, 4 (793), pp. 57‒73. DOI: https://doi.org/10.33896/PorJ.2022.4.4
Goffman E. (1956), The presentation of self in everyday life. Anchor Books.
Goodman Y. (1984), The development of initial literacy. In H. Goelman, A. Oberg & F. Smith (Eds.), Awakening to literacy. Heinemann, pp. 102–109.
Gorter D. & Cenoz J. (2014), Linguistic landscapes inside multilingual schools. In B. Spolsky, M. Tannenbaum & O. Inbar (Eds.), Challenges for language education and policy: Making space for people. Routledge, pp. 151–169.
Gorter D., Cenoz J. & van der Worp K. (2021), The linguistic landscape as a resource for language learning and raising language awareness. „Journal of Spanish Language Teaching”, 8(2), pp. 161–181. DOI: https://doi.org/10.1080/23247797.2021.2014029
Halliday M.A.K. (1978), Language as social semiotic: The social interpretation of language and meaning. University Park Press.
Hancock A. (2012), Capturing the linguistic landscape of Edinburgh: A pedagogical tool to investigate student teachers’ understandings of cultural and linguistic diversity. In C. Hélot, M. Barni, R. Janssens & C. Bagna (Eds.), Linguistic landscapes, multilingualism and social change. Peter Lang, pp. 249–266.
Hanzelmann M. (2024), Language in post-Yugoslav Montenegro: An unstable complex of contested values. „Zeitschrift für Slawistik”, 69(2), pp. 229–255. DOI: https://doi.org/10.1515/slaw-2024-0013
Hanzelmann M. & Haci S. (2025), The Infrastructure of the Turkish Language in Bulgaria: Visualization, Semiotization, and Contemporary Challenges. „Praxima. Journal of Visual Semiotics”, 44(2), pp. 105–132.
Harris L., Cunningham U., King J. & Stirling D. (2022), Landscape design for language revitalisation: Linguistic landscape in and beyond a Māori immersion early childhood centre. In E. Krompák, V. Fernández-Mallat & S. Meyer (Eds.), Linguistic landscapes and educational spaces. Multilingual Matters, pp. 55–76. DOI: https://doi.org/10.2307/jj.22730605.7
Hewitt-Bradshaw I. (2014), Linguistic landscape as a language learning and literacy resource in Caribbean Creole contexts. „Caribbean Curriculum”, 22, pp. 157–173.
Hornikx J., van Meurs F. & de Boer A. (2010), English or a Local Language in Advertising? The Appreciation of Easy and Difficult English Slogans in the Netherlands. „The Journal of Business Communication”, 47(2), pp. 169–188. DOI: https://doi.org/10.1177/0021943610364524
Hult F.M. (2018), Language policy and planning and linguistic landscapes. In J.W. Tollefson & M. Pérez-Milans (Eds.), The Oxford handbook of language policy and planning. Oxford University Press, pp. 333–351. DOI: https://doi.org/10.1093/oxfordhb/9780190458898.013.35
Irvine J.T. & Gal S. (2009), Language ideology and linguistic differentiation. In A. Duranti (Ed.), Linguistic anthropology: A reader. Wiley-Blackwell, pp. 402–434.
Jewitt C. (2009), An introduction to multimodality. In C. Jewitt (Ed.), The Routledge handbook of multimodal analysis. Routledge, pp. 14–27.
Jędrzejczak B. & Körpe Kemer S. (2023), Kultura lokalna w nauczaniu języka polskiego jako obcego a nowoczesne narzędzia dydaktyczne (na podstawie internetowej gry o Gdańsku). „Studia Filologiczne Uniwersytetu Jana Kochanowskiego”, (36), pp. 339–353.
Kim H., Seong E., Lee H., Have D.-K. & Lee S. (2025), Decoding multiculturalism through linguistic landscapes: a deep learning–based OCR analysis of street view images. „Urban Informatics”, 4(5). DOI: 10.1007/s44212-025-00071-1. DOI: https://doi.org/10.1007/s44212-025-00071-1
Kramsch C. (1999), The cultural component of language teaching. „Language, Culture and Curriculum”, 12(1), pp. 8–39.
Lisek G. (2025), Russian in Artistic and Regulatory Discourses? The Appearance and Thematic Composition of Multilingual Signs in Linguistic Landscape of the Czech Town of Karlovy Vary. „Croatica et Slavica Iadertina”, 21(1), pp. 343‒365. DOI: https://doi.org/10.15291/csi.4811
Lado B. (2011), Linguistic landscape as a reflection of the linguistic and ideological conflict in the Valencian Community. „International Journal of Multilingualism”, 8(2), pp. 135–150. DOI: https://doi.org/10.1080/14790718.2010.550296
Leech G. (2021), Politeness. Cambridge University Press.
Laihonen P. & Szabó T.P. (2017), Investigating visual practices in educational settings: Schoolscapes, language ideologies and organizational cultures. In M. Martin-Jones & D. Martin (Eds.), Researching multilingualism: Critical and ethnographic perspectives. Routledge, pp. 121‒138.
Macías Borrego M. (2025), Linguistic landscape and pragmatic competence development: Towards an integrative pedagogical model. „Porta Linguarum”, XII, pp. 137–152. DOI: https://doi.org/10.30827/portalin.viXII.33268
Malinowski D. (2010), Showing seeing in the Korean linguistic cityscape. In M. Barni, E. Ben-Rafael & E. Shohamy (Eds.), Linguistic landscape in the city. Multilingual Matters, pp. 199–215. DOI: https://doi.org/10.2307/jj.29308476.15
Malinowski D., Maxim H.H. & Dubreil S. (2020), Language teaching in the linguistic landscape: Mobilizing pedagogy in public space. Springer. DOI: https://doi.org/10.1007/978-3-030-55761-4
Malinowski D. (2024), Language learning. In R. Blackwood, S. Tufi & W. Amos (Eds.), The Bloomsbury handbook of linguistic landscapes. Bloomsbury Academic. pp. 235–251.
Mills K.A. (2011), The multiliteracies classroom. Multilingual Matters.
Musk N. (2006), Performing bilingualism in Wales with the spotlight on Welsh: A study of language policy and the language practices of young people in bilingual education. „Studies in Language and Culture”, No 8 / „Linköping Studies in Arts and Science”, No. 375.
Pakarinen S. & S. Björklund (2018), Multiple language signage in linguistic landscapes and students’ language practices: A case study from a language immersion setting. „Linguistics and Education”, 44, pp. 4–11. DOI: https://doi.org/10.1016/j.linged.2017.10.005
Phillipson R. (1992), Linguistic imperialism. Oxford University Press.
Piller I. (2001), Identity constructions in multilingual advertising. „Language in Society”, 30(2), pp. 153–186. DOI: https://doi.org/10.1017/S0047404501002019
Rogoff I. (2002), Studying visual culture. In N. Mirzoeff (Ed.), The visual culture reader. Routledge, pp. 24–36.
Romanowski P. (2024), In search of Polish in the multilingual cityscape: analysing the urban spaces of Ealing, London. „Applied Linguistics Review”, 16(3), pp. 1177‒1204. DOI: https://doi.org/10.1515/applirev-2024-0220
Romanowski P. & I. Karras (2024), Conceptualising and positioning lingua francas: English and other languages. In C. Fäcke, X.A. Gao, P. Garrett-Rucks (Eds.), The Wiley Handbook of Intercultural and Plurilingual Language Learning. Wiley-Blackwell, pp. 97‒110. DOI: https://doi.org/10.1002/9781394165957.ch7
Roos J. & Nichols H. (2019), Using young learners’ language environments for EFL learning. „AILA Review”, 32, pp. 91–111. DOI: https://doi.org/10.1075/aila.00022.roo
Rowland L. (2013), The pedagogical benefits of a linguistic landscape project in Japan. „International Journal of Bilingual Education and Bilingualism”, 16(4), pp. 494–505. DOI: https://doi.org/10.1080/13670050.2012.708319
Sayer P. (2010), Using the linguistic landscape as a pedagogical resource. „ELT Journal”, 64(2), pp. 143–154. DOI: https://doi.org/10.1093/elt/ccp051
Scollon R. & Scollon S.B.K. (2003), Discourses in place: Language in the material world. Routledge. DOI: https://doi.org/10.4324/9780203422724
Seals C.A. (2021), Classroom translanguaging through the linguistic landscape. In Malinowski D., Maxim H.H. & Dubreil S. (Eds.), Language teaching in the linguistic landscape: Mobilizing pedagogy in public space. Springer, pp.119–141. DOI: https://doi.org/10.1007/978-3-030-55761-4_6
Shohamy E. (2019), Linguistic landscape after a decade: An overview of themes, debates and future directions. In M. Pütz & N. Mundt (Eds.), Expanding the linguistic landscape: Linguistic diversity, multimodality and the use of space as a semiotic resource. Multilingual Matters. DOI: https://doi.org/10.2307/jj.22730659.6
Shohamy E. & Waksman S. (2009), Linguistic landscape as an ecological arena: Modalities, meanings, negotiations, education. In E. Shohamy & D. Gorter (Eds.), Linguistic landscape: Expanding the scenery. Routledge, pp. 313‒330. DOI: https://doi.org/10.4324/9780203930960
Swain M. & Johnson R.K. (1997), Immersion education: A category within bilingual education. In R.K. Johnson & M. Swain (Eds.), Immersion education: International perspectives. Cambridge University Press, pp. 1–16. DOI: https://doi.org/10.1017/CBO9781139524667.003
Szczeszek M., Goczyła-Ferreira A., Piotrowska-Wojaczyk A. & Przybysz Z. (2025), Śladami polskiej emigracji w Brazylii. Przyczyny i znaczenie badań nad brazylijską prasą polonijną. „LingVaria”, 2(40), pp. 311‒322. DOI: https://doi.org/10.12797/LV.20.2025.40.17
Vinagre M. (2022), Engaging with difference: Integrating the linguistic landscape in virtual exchange. „System”, 105, pp. 1–12. DOI: https://doi.org/10.1016/j.system.2022.102750
Wiśniewska D. (2019), Emotions, linguistic landscape and language learning. „Neofilolog”, 52/1, pp. 75–88. DOI: https://doi.org/10.14746/n.2019.52.1.7
Wiśniewska D. (2020), Linguistic landscape, murals and language learning. In S. Adamczak-Krysztofowicz, P. Rybszleger & A. Szczepaniak-Kozak (Eds.), Angewandte Linguistik – Neue Herausforderungen und Konzepte. Vandenhoeck & Ruprecht Publishers, pp. 429‒446. DOI: https://doi.org/10.14220/9783737011860.429
Zabrodskaja A. (2014), Tallinn: monolingual from above and multilingual from below. „International Journal of the Sociology of Language”, 228, pp. 105‒130. DOI: https://doi.org/10.1515/ijsl-2014-0007
Lizenz
Copyright (c) 2026 Piotr Romanowski
Dieses Werk steht unter der Lizenz Creative Commons Namensnennung - Keine Bearbeitungen 4.0 International.
Autoren:
Die Autoren der zur Veröffentlichung in der Zeitschrift Neofilolog angenommenen Texte sind verpflichtet, den Vertrag über die Erteilung einer kostenlosen Lizenz für die Werke mit der Verpflichtung zur Erteilung einer Sublizenz CC auszufüllen, zu unterzeichnen und an die Adresse der Redaktion zurückzusenden.
Gemäß Vertrag erteilen die Autoren auf die in der Zeitschrift Neofilolog veröffentlichten Texte der Adam-Mickiewicz-Universität in Poznań eine nicht exklusive und kostenlose Lizenz und erlauben die Verwendung der Sublizenz Creative Commons Attribution-NoDerivatives 4.0 International (CC BY-ND 4.0).
Die Autoren behalten das Recht zur weiteren freien Verfügung über das Werk.
Benutzer:
Interessierte Onlinebenutzer dürfen die seit 2017 veröffentlichten Werke unter folgenden Bedingungen nutzen:
- Anerkennung der Urheberschaft - die Verpflichtung, zusammen mit dem verbreiteten Werk Informationen über die Urheberschaft, den Titel, die Quelle (Links zum Originalwerk, DOI) und die Lizenz selbst bereitzustellen;
- ohne Schaffung abgeleiteter Werke - das Werk muss in seiner ursprünglichen Form erhalten bleiben, ohne Zustimmung des Autors dürfen keine Studien, beispielsweise Übersetzungen, verbreitet werden.
Die Urheberrechte aller veröffentlichen Texte sind vorbehalten.
Sonstige:
Die Adam-Mickiewicz-Universität in Poznań behält das Recht auf die Zeitschrift als Gesamtheit (Layout, Grafik, Titel, Umschlagsprojekt, Logo usw.).