Keywords
, foreign language learning
systematic review
semi-systematic review
How to Cite
Abstract
The aim of this paper is to provide a review of articles reporting on research related to the linguistic landscape as applied to foreign language education, with a focus on the conceptualisation of the linguistic landscape, main themes, and research methods and distribution across years, languages taught and countries of research. The search for relevant articles published between 2003–2023 was conducted in databases: Web of Science, ERIC, MLA, and Scopus. The search yielded a total sample of 20 articles. The presentation of the main results of the review is followed by suggestions of topics for further research and reviews of a broader scope.
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Appendix 1. Articles reviewed
Algryani A. (2022), The use of Linguistic Landscape as a training resource for developing students’ translation competence. “World Journal of English Language”, No 12(6), pp. 274–285. DOI: https://doi.org/10.5430/wjel.v12n6p274
Algryani A, Syahrin S. (2021), Utilizing learners’ Linguistic Landscape as a pedagogical resource in the translation classroom: A case study in the Sultanate of Oman. “Arab World English Journal”, No 12(1), pp. 357–373. DOI: https://doi.org/10.24093/awej/vol12no1.24
Albury N.J. (2021), Linguistic Landscape and metalinguistic talk about societal multilingualism. “International Journal of Bilingual Education and Bilingualism”, No 24(2), pp. 207–223. DOI: https://doi.org/10.1080/13670050.2018.1452894
Brinkman L.M., Duarte J., Melo-Pfeifer S. (2022), Promoting plurilingualism through Linguistic Landscape: A multi-method and multisite study in Germany and Netherlands. “TESL CANADA”, No 38(2), pp. 88–112. DOI: https://doi.org/10.18806/tesl.v38i2.1358
Chestnut M., Lee V., Schulte J. (2013), The language lessons around us: Undergraduate English pedagogy and linguistic landscape research. “English Teaching: Practice and Critique”, No 12(2), pp. 102–120.
Dumanig F.P., David M.K. (2019), Linguistic Landscape as a pedagogical tool in teaching and learning English in Oman. “Modern Journal of Studies in English Language and Literature”, No 1(1), pp.1–13. DOI: https://doi.org/10.56498/11201988
Hancock A. (2022), Chinese students’ engagement with linguistic landscapes during a summer school in Scotland. “International Journal of Bilingual Education and Bilingualism”, No 25(10), pp. 3568–3579. DOI: https://doi.org/10.1080/13670050.2022.2066970
Li Y., Hakyoon L., Choi B. (2021), Developing beginning language learners’ (meta-)cultural understanding via student-led Linguistic Landscape research. “Linguistic Landscape”, No 8(1), pp. 56–84. DOI: https://doi.org/10.1075/ll.20022.li
Kim S. (2017), Linguistic Landscape in pre-service teacher education: Potentials and considerations. “Multimedia-Assisted Language Learning”, No 20(4), pp. 66–98.
Lomicka L., Ducate L. (2021), Using technology, reflection, and noticing to promote intercultural learning during short-term study abroad. “Computer Assisted language Learning”, No 34(1–2), pp. 35–65. DOI: https://doi.org/10.1080/09588221.2019.1640746
Qi W., Zhang H., Sorokina N. (2020), Linguistic Landscapes for Korean learning: A survey of perception, attitude, and practice of Korean Beginners at a Korean university. “Journal of Language Teaching and Research”, No 11(6), pp. 956–961. DOI: https://doi.org/10.17507/jltr.1106.12
Roos J., Nicholas H. (2019), Using young learners’ language environments for EFL learning. “AILA Review”, No 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”, No 16(4), pp. 494–505. DOI: https://doi.org/10.1080/13670050.2012.708319
Scarvaglieri C. (2017), Educational Landscaping: a method for raising awareness about language and communication. “Language Awareness”, No 26(4), pp. 325–342. DOI: https://doi.org/10.1080/09658416.2017.1411358
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Shang G., Xie F. (2019), Is “poor” English in linguistic landscape useful for EFL teaching and learning? Perspectives of EFL teachers in China. “International Journal of Applied Linguistics”, No 30(2), pp. 35–49. DOI: https://doi.org/10.1111/ijal.12258
Solikhah I., Budiharso T. (2022), Linguistic landscape to improve quality of language learning and its relationship with blended learning, learning motivation and teacher competence. “EJAL”, No 8(3), pp. 55–69.
Tjandra Ch. (2019), Supporting newcomer children’s language awareness, incidental language learning, and identity negotiation through the multilingual linguistic landscape: an exploratory case study. “The Canadian Modern language Review”, No 77(1), pp. 1–22. DOI: https://doi.org/10.3138/cmlr-2019-0060
Wangdi J., Savski K. (2022), Linguistic landscape, critical language awareness and critical thinking: promoting learner agency in discourses about language. “Language Awareness”, No 32(3), pp. 443–464. DOI: https://doi.org/10.1080/09658416.2022.2115052
Ying Z. (2019), Beliefs of EFL Learners towards pedagogical values of linguistic landscape in China: a case study carried out in three schools. “Journal of Education, Society and Behavioural Science”, No 31(3), pp. 1–11. DOI: https://doi.org/10.9734/jesbs/2019/v31i330152
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