The Handbook of Linguistic Landscapes and Multilingualism E-Book
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- Herausgeber: John Wiley & Sons
- Kategorie: Geisteswissenschaft
- Serie: Blackwell Handbooks in Linguistics
- Sprache: Englisch
An essential resource for understanding linguistic landscapes and their role in multilingual contexts worldwide
The Handbook of Linguistic Landscapes and Multilingualism provides an in-depth exploration of linguistic landscapes as a tool to understand multilingualism across diverse global contexts. Edited by leading scholars Durk Gorter and Jasone Cenoz, this authoritative volume brings together pioneering research on the evolving interactions between language, place, space, and society.
Addressing both theory and practice, this handbook serves as a unique lens into how linguistic landscapes reflect broader social, political, and educational dynamics. In-depth chapters address topics ranging from translanguaging and minority language ideologies to the application of linguistic landscapes in multilingual cities and classrooms. Organised into three parts, the book first establishes the theoretical and methodological foundations of linguistic landscape studies, followed by detailed case studies of the relationship between linguistic landscapes and multilingualism in diverse social and geographic contexts. The concluding section focusses on the educational implications of linguistic landscapes, examining how schoolscapes and public spaces can be utilised for language learning and teaching. Equipping readers to critically engage with multilingual practices in urban spaces, educational settings, and beyond, the Handbook of Linguistic Landscapes and Multilingualism:
- Introduces cutting-edge methodologies, socio-political contexts, and language learning through linguistic landscapes
- Covers emerging topics such as transgressive practices, landscapes of affect, and linguistic landscapes of protest and conflict
- Describes key theoretical concepts and identifies the interdisciplinary connections between ethnography, sociolinguistics, and discourse studies
- Explores innovative pedagogical approaches, and translanguaging practices, with an emphasis on empowering learners in multilingual environments
Designed to fit seamlessly into curricula focused on multilingualism and language policy across a range of academic disciplines, the Handbook of Linguistic Landscapes and Multilingualism is ideal for graduate students, post-graduate researchers, and scholars in applied linguistics, sociolinguistics, education sciences, language studies, and social geography.
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Veröffentlichungsjahr: 2025
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Table of Contents
Cover
Table of Contents
Series Page
Title Page
Copyright
Notes on Contributors
Acknowledgments
Chapter 1: Introduction: The Study of Linguistic Landscapes and Multilingualism
Durk Gorter and Jasone Cenoz
Part I: Framing the Field
Chapter 2: Emergence of the Field
Mieke Vandenbroucke
Chapter 3: Theorizing Space
Stefania Tufi
Chapter 4: Linguistic Landscapes at the Nexus of Ethnography, Sociolinguistics, and Discourse
Roswita Dressler and Francis M. Hult
Chapter 5: Research Methodologies
Isabelle Buchstaller and Seraphim Alvanides
Chapter 6: Translanguaging and Semiotic Resources
Jerry Won Lee
Chapter 7: Language Attitudes in the Multilingual Linguistic Landscape
Monika Dannerer and Barbara Soukup
Chapter 8: Landscapes of Affect
Lionel Wee
Chapter 9: Multilingualism and Linguistic Landscapes of Protest and Conflict
Christiana Themistocleous
Chapter 10: Exploring Beyond Convention: Transgressive Practice in Linguistic Landscapes
Antonio Bruyèl-Olmedo
Chapter 11: Churchscape
Alastair Walker
Chapter 12: Names, Naming, and Multilingualism in the Linguistic Landscape
Väinö Syrjälä
Chapter 13: Minority Languages and Language Ideologies
Luk Van Mensel
Chapter 14: The Linguistic Landscapes of Chinese Diasporic Trajectories
Thom Huebner and Kittinata Rhekhalilit
Part II: Multilingual Contexts
Chapter 15: Multilingualism and Global English in the Linguistic Landscape: View from Montreal, Singapore, and Dubai
Jakob R. E. Leimgruber
Chapter 16: Reflections on Multilingualism in the Linguistic Landscape in the Context of Jordan
Omar Alomoush and Karl Simms
Chapter 17: Linguistic Landscape in Israel: Policy, Research, Practice
Elana Shohamy and Iair G. Or
Chapter 18: Elite Bilingualism in the Linguistic Landscape of Quetta, Pakistan
Syed Abdul Manan
Chapter 19: Discourses Challenging Multilingualism-inclusive-of-Indigenous/Tribal/Minority Languages in the Linguistic Landscape of Dantewada, India
Uma Maheshwari Chimirala and Pallavi Gauri Dehari
Chapter 20: Researching Hong Kong’s Multilingual Landscape
John Bacon-Shone, Kingsley Bolton, and Siu-lun Lee
Chapter 21: Exploring Linguistic Hybridity and Creativity in the Advertising Linguistic Landscapes of Taiwan and Tunisia
Selim Ben Said
Chapter 22: Transforming the Linguistic Landscape of South Africa – More of the Same?
Theodorus du Plessis and Chrismi-Rinda Loth
Chapter 23: Linguistic Landscape Studies as a Reflection of Multilingualism in the United States
Robert A. Troyer
Chapter 24: The Linguistic Landscape of Indigenous Peoples from Latin America: A Multimodal Overview
Lorena Córdova-Hernández and Miryam Yataco
Chapter 25: Multilingualism and Migrants: The Case of Latin American Linguistic Landscape in Italy
Maria Vittoria Calvi
Chapter 26: Language Conflicts in the Linguistic Landscapes of Postcommunist Countries in Europe
Solvita Burr, Jelena Božović, and Marián Sloboda
Chapter 27: Multilingualism in Borderlands: Hegemony and Minoritized Languages in European Borderscapes
Deirdre A. Dunlevy
Chapter 28: Multilingualism in France’s Linguistic Landscape
Robert Blackwood
Part III: Education and Language Learning
Chapter 29: Language Learning in Linguistic Landscape: Toward a Sustainable and Socially Responsive Language Education
Edina Krompák
Chapter 30: Linguistic Landscape for (Foreign) Language Learning
Monica Barni
Chapter 31: Schoolscapes: A Linguistic Landscape Approach to Learning Environments
Tamás Péter Szabó and Kara D. Brown
Chapter 32: Developing Educational Linguistic Landscape Materials and Learning Methods
Steve D. Przymus and Osman Solmaz
Chapter 33: Empowerment and Translanguaging in Pacific Linguistic Landscapes
Corinne A. Seals, Vincent Ieni Olsen-Reeder, Lei Xia, and Shanara Wallace
Chapter 34: “Spotting Languages”: Searching for Regional or International Languages for Symbolic, Practical, and Educational Purposes
Sanita Martena and Heiko F. Marten
Chapter 35: Ephemeral, Mobile, and Multilingual Signs in Public Space: A Pedagogic Case Study of Stickers
Kellie Gonçalves, Federico Erba, Forugh Semadeni, and Hüseyin Demircan
Index
End User License Agreement
List of Illustrations
Chapter 1
Figure 1.1 Our first photos of the street signs in Basque and Spanish.
Figure 1.2 Advertisement for a language course in a local market.
Chapter 3
Figure 3.1 Mercator’s projection of the world.
Chapter 4
Figure 4.1 Refugee? Welcome to Malmö!
Figure 4.2 Men in Kilts sign.
Figure 4.3 Do not walk on the grass!
Figure 4.4 Restaurant sign in Chinese and English.
Chapter 5
Figure 5.1 Heatmap of languages in Majuro.
Figure 5.2 Total change in street names over the 102 years in Leipzig. *Peaks a...
Figure 5.3 1945–1988: GDR Socialist regime.
Figure 5.4 Street (re)naming patterns 1945–1988 with ideological (in red) and n...
Chapter 10
Figure 10.1 Political graffiti showing contesting ideologies.
Figure 10.2 Transgressive inscription through coloring, layering, and material.
Figure 10.3 A published complaint about top-down noncompliance with the regulati...
Figure 10.4 Language erasure by character deletion (left) and modification (righ...
Figure 10.5 Transgressive spellings: <CÁI> from “Cádiz” (regiolectal); <YO TMBN ...
Figure 10.6 Political <k> resemiotized.
Figure 10.7 Commodified use of diacritics.
Figure 10.8 Two creative portmanteaus.
Figure 10.9 A blasphemous graffiti crossed out and overwritten.
Figure 10.10 Linguistic resistance against a majority language.
Figure 10.11 Transgressive solutions for branding in the LL.
Figure 10.12 Interlingual spelling of “Only you” (above) and “The White House” (b...
Figure 10.13 Creative use of diacritics and icons in the LL.
Chapter 11
Figure 11.1 A sign in the St. Thomas Church in Leipzig welcoming visitors in six...
Figure 11.2 A sign on the outside wall of the church in Marbella, Spain, proclai...
Figure 11.3 The earliest Frisian inscription in a church in North Frisia, on a c...
Figure 11.4 A cluster of mono-, bi-, and trilingual gravestones in Boldixum/Föhr...
Figure 11.5 A shrine to Mary, the Mother of Christ, on Uist in Scotland with the...
Chapter 13
Figure 13.1 The Dingle wall.
Figure 13.2 Tibetan-styled Han characters on a private sign in Shangri-La.
Chapter 15
Figure 15.1 Mother tongue groups in percent, 2021 census. “Montreal” refers to t...
Figure 15.2 Location of monolingual French (left), monolingual English (center),...
Figure 15.3 Multilingual signs from Montreal’s linguistic landscape. (a) Octolingual sign. ...
Figure 15.4 Multilingual signs from Singapore’s linguistic landscape.
Figure 15.5 Multilingual signs from the UAE linguistic landscape. (a) Municipal regulatory s...
Chapter 16
Figure 16.1 Example of home sign featuring Armenian, in the Armenian neighborhoo...
Figure 16.2 Pastry shop featuring Arabic and Armenian (later removed by Arab chi...
Chapter 17
Figure 17.1 Patterns of LL in the three areas.
Figure 17.2 Among the 2013 findings, (a) Hebrew word in Thai script in a grocery...
Figure 17.3 Adding Arabic to a sign.
Figure 17.4 Adding Arabic to a poster about violence against women.
Chapter 18
Figure 18.1 Hotel National City (non-Roman Urduized English).
Figure 18.2 Bukhari shoes palace (non-Roman Urduized English).
Figure 18.3 Shoaib cloth center (non-Roman English + Urdu).
Figure 18.4 Star Tailors & Boutique (Roman English and Urdu Transliteration of E...
Figure 18.5 Royal Pharmacy & Cosmetics (English-only Roman script).
Chapter 19
Figure 19.1 Map of the state of Chhattisgarh with the district of Dantewada high...
Figure 19.2 Education/school context: (left hand) multilingual sign with ITM lan...
Figure 19.3 Signage in the hospital: monolingual English sign (top); multimodal sign...
Figure 19.4 Examples of cultural and linguistic gentrification in public spaces.
Chapter 20
Figure 20.1 Administrative Districts in Hong Kong.
Figure 20.2 (a–c) Spoken language maps for Cantonese, English, and Putonghua.
Figure 20.3 (a–d) Language maps for literacy in South Asian languages.
Figure 20.4 Yau Tsim Mong District.
Figure 20.5 Temple Street and adjoining areas.
Figure 20.6 Temple Street, April 2024.
Figure 20.7 (a–d) South Asian languages read in Yau Tsim Mong
Figure 20.8 (a, b) Traditional Chinese and simplified Chinese.
Figure 20.9 (a, b) English-only and bilingual signage.
Figure 20.10 (a, b) Japanese characters and Devanagari script.
Chapter 21
Figure 21.1 Vietnamese restaurant sign in Southern Taiwan.
Figure 21.2 Coffee shop in Southern Taiwan.
Figure 21.3 Cookies shop in Southern Taiwan.
Figure 21.4 Barber shop in Suburban Tunis, Tunisia.
Figure 21.5 Restaurant in Hammamet, Tunisia.
Chapter 22
Figure 22.1 Language distribution of pre-1994 standardized place names from the ...
Figure 22.2 Language distribution of the specific component of pre-1994 hybrid p...
Figure 22.3 Language distribution of post-1994 standardized place names in the S...
Figure 22.4 The nature of the treatment of pre-1994 standardized place names in ...
Figure 22.5 The nature of the location of pre-1994 standardized place names in t...
Chapter 23
Figure 23.1 US context linguistic landscape publications by year.
Figure 23.2 US locations where linguistic landscape research has been conducted....
Figure 23.3 US Census data on percentage of state’s populations who speak a lang...
Figure 23.4 Primary languages analyzed in US-based LL research.
Figure 23.5 Orientations and situatedness in US-based LL studies.
Chapter 24
Figure 24.1 Community validation of Chocholtec landscape. Santa Catarina Ocotlán...
Figure 24.2 Names’ selection of Chontal linguistic landscape from Santo Domingo ...
Figure 24.3 Sign in Quechua and Spanish, City of Cusco, 2013.
Chapter 25
Figure 25.1 The storefront of the restaurant La Casa del Sabor.
Figure 25.2 Personal advert posted on a container on Via Padova.
Figure 25.3 The storefront of the restaurant Inka wasi.
Figure 25.5 The menu display of Inkanto restaurant.
Figure 25.6 The storefront of the shop “Tutto per la festa.”
Figure 25.7 The storefront of the shop “Mundo Latino.”
Chapter 26
Figure 26.1 Starbucks
2
in Ada Mall, Belgrade, 3 August 2022.
Chapter 27
Figure 27.1 Signage visible at the border in Pettigo, Co. Donegal.
Figure 27.2 The old customs post at the border in Co. Donegal.
Figure 27.3 Road sign with place-name for Laudio/Llodio visible in Castilian onl...
Figure 27.4 Bilingual road sign for Laudio/Llodio, the Basque Country.
Chapter 28
Figure 28.1 Two street signs in the old city of Nice. In the upper sign, the top ...
Figure 28.2 The decorative use of Nissart on a tram stop in Nice.
Figure 28.3 The road project sign on the RT40 near Figari, southern Corsica.
Figure 28.4 The sign for the Strait of Bonifacio with Corsican consistently in t...
Figure 28.5 The post office in Sartène, southern Corsica, with its Corsican lang...
Chapter 29
Figure 29.1 “We missed you [like crazy]” sign in Basel, Switzerland, 26 May 2020...
Figure 29.2 Signage for bikes (Neuhausen, 29 November 2021).
Figure 29.3 Market (Basel, 21 November 2020).
Figure 29.4 (a–c) Duplicative, fragmentary, and overlapping multilingual signs.
Figure 29.5 (a, b) Sustainability in the linguistic landscape (Stirling, UK and Zürich, Swit...
Chapter 30
Figure 30.1 North Bay, San Francisco. Courtesy of A. Vita Campanella.
Figure 30.2 Multilingualism. Courtesy of E. Piccardo.
Figure 30.3 Plurilingualism. Courtesy of E. Piccardo.
Figure 30.4 Italianness.
Chapter 31
Figure 31.1 Example model #1: Major turns in the humanities and social sciences ...
Figure 31.2 Example model #2: Spatialization of language teaching and learning, ...
Figure 31.3 Example model #3: Focal points and levels of analysis in schoolscape...
Figure 31.4 Quantitative distribution of publications per publication year...
Chapter 32
Figure 32.1 The macro, meso, and micro levels of EdLL.
Figure 32.2 SIGNS.
Figure 32.3 The four phases of the LLinL2TL framework and a sample LLinL2TL less...
Chapter 33
Figure 33.1 Capture of the Puna wall, and three images for analysis.
Figure 33.2 Left-hand visual.
Figure 33.3 Right-hand visual.
Chapter 34
Figure 34.1 A café with a Dutch name and symbol in historical Dutch-inspired arc...
Figure 34.2 A German “Buddy Bear” in front of the historical House of the Black ...
Figure 34.3 An ATM offering its services in Latvian, English, Latgalian, and Rus...
Figure 34.4 (a, b) Examples of signs documented through spotting Latgalian with different pr...
Figure 34.5 Basic structures of using language spotting in language acquisition ...
Figure 34.6 Spotting results applied to language marketing: an extract of a map ...
Chapter 35
Figure 35.1 Screenshot from the research group’s
chat.
Figure 35.2 Environmental monolingual (English) sticker with a round shape and m...
Figure 35.3 System change sticker by RJBW (bilingual: German and English), recta...
Figure 35.4 Political sticker for a change in the tax system by JUSO (Young Soci...
Figure 35.5 (a–f) Collage of “Nett hier: Aber waren Sie schon mal in Baden-Württ...
List of Tables
Chapter 18
Table 18.1 Major languages of Pakistan.
Table 18.2 The linguistic landscape situation.
Chapter 19
Table 19.1 Places and participants.
Table 19.2 Overview of multilingualism on the signs.
Chapter 20
Table 20.1 Percentage of the population five years old and above able to speak ...
Table 20.2 Numbers and percentages of Hong Kong minorities by ethnicity in the ...
Table 20.3 Percentages who can speak languages across DCs in 2016.
Table 20.4 Percentages who can read languages across DCs in 2016.
Table 20.5 Percentages who can speak languages across DCCAs in 2016.
Table 20.6 Percentages who can read languages across DCCAs in 2016.
Table 20.7 DCCAs in YTM with the highest percent of speakers and readers.
Table 20.8 Percentages of scripts for signs in each DCCA of YTM.
Table 20.9 Percentages of scripts for signs DCCA E19, Jordan North.
Chapter 22
Table 22.1 Predominant linguistic regions of South Africa based on 2022 census ...
Chapter 25
Table 25.1 Total foreign-born residents of all origins in Italy from 1981 to 20...
Table 25.2 The main countries of origin of foreign-born residents in the Munici...
Chapter 31
Table 31.1 Categories applied in the analysis of resources included in this rev...
Table 31.2 Quantitative analysis of the sources by publication type.
Table 31.3 Quantitative analysis of the sources by the level of education as th...
Table 31.4 Quantitative analysis of the sources by their geographical scope in ...
Table 31.5 Quantitative analysis of the sources by their methodological approac...
Table 31.6 Quantitative analysis of the sources by the central theoretical conc...
Chapter 33
Table 33.A.1 Findings of geosemiotic and ELLA analyzes.
Chapter 35
Table 35.1 Hüseyin’s work schedule during the project from 2022 to 2024.
Table 35.2 Sticker categorization based on discourse types and ordered based on...
Extract 1: Transcript from recorded
Zoom
meeting with students
Table 35.3 Linguistic makeup divided per monolingual, bilingual, multilingual, ...
Guide
Cover
Table of Contents
Series Page
Title Page
Copyright
Notes on Contributors
Acknowledgments
Begin Reading
Index
End User License Agreement
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Notes on Contributors
Omar Alomoush was an Associate Professor of English Linguistics in the English Department at Tafila Technical University, Jordan. He completed his PhD at the University of Liverpool, United Kingdom. His research focused on sociolinguistics, English as a lingua franca, English and globalization, language policy and planning, linguistic landscape, and Arabic linguistics. He has published several papers in highly-ranked journals such as English Today, Asian Englishes, and International Journal of Multilingualism. Omar passed away in January 2024 after submitting a first draft of his chapter.
Seraphim Alvanides is a social geographer with expertise in quantitative methods and geographical information science. His substantive interests involve the analysis of large spatial data related to urban sprawl, active transport (walking or cycling), and spatial humanities. He is coeditor of the journal Environment and Planning B: Urban Analytics and City Science.
John Bacon-Shone is the Head of Quality Analytics at HKU SPACE, a Fellow of the Hong Kong Academy of the Humanities, and Chartered Statistician of the Royal Statistical Society. He was previously a professor and head of the Social Sciences Research Centre at the University of Hong Kong. Recent sociolinguistic publications include The communication needs of students at Nanyang Technological University (with Kingsley Bolton, Werner Botha and others, 2016), English-medium instruction in Singapore higher education: policy, realities and challenges (with Kingsley Bolton, Werner Botha, 2020), The Statistics of English across Asia (with Kingsley Bolton, 2020), Societal multilingualism in Hong Kong (with Kingsley Bolton, SL Lee and others 2020), The Contribution of Minority Languages and Dialects to Hong Kong’s Linguistic Landscape (with Kingsley Bolton, SL Lee and others, 2022).
Monica Barni is a Professor of Educational Linguistics at the Sapienza University of Rome, Italy. Her research activity mainly focuses on language education, and in particular on learning, teaching, and assessment of Italian L2 in Italy and around the world; theoretical analysis and impact of national and European language policies at the social and educational level.
Selim Ben Said is an Associate Professor at the National Sun Yat-sen University of Kaohsiung, Taiwan. His research interests are broadly in sociolinguistics, with a particular focus on linguistic landscape, language planning and policy, and the sociology of language and religion. During his professional experience in Hong Kong, he collaborated with foreign domestic helpers on an ethnographic project on the sociolinguistics of migration and aimed at understanding the relationship between language, identity, and religion. More recently, he has been examining the digital linguistic landscape of universities and how language diversity is used online to cater to an international student audience.
Robert Blackwood is a Professor of French at the University of Liverpool, United Kingdom, and editor of the journal Linguistic Landscape with Elana Shohamy. He is the editor of several volumes dedicated to linguistic landscapes, including “Multilingual Memories” (2020) with John Macalister and “Multilingualism in Public Spaces” (2021) with Deirdre A. Dunlevy.
Kingsley Bolton is a Professor Emeritus at the University of Stockholm and Research Fellow at Ateneo de Manila University. He has published widely in English across the Asian region. His publications include The Handbook of Asian Englishes (Wiley Blackwell 2020, with Werner Botha and Andy Kirkpatrick) and The Routledge Handbook of English-Medium Instruction in Higher Education (2024, with Werner Botha and Benedict Lin). He is co-editor of the journals Educational Studies (Routledge), World Englishes (Wiley Blackwell), Series Editor of the Routledge book series, Multilingual Asia, and Chief Editor of The Wiley Blackwell Encyclopedia of World Englishes.
Jelena Božović is a PhD candidate at Charles University, Prague, and a PhD fellow at CEFRES (Centre Français de Recherche en Sciences Sociales), with a dissertation topic “Languages in a post-conflict multi-ethnic society.” Her ethnography-oriented research is centered on the language policy situation in post-war Bosnia and Herzegovina, where she applies the linguistic landscape approach, among others.
Kara D. Brown is an Associate Professor in the Educational Studies Department at the University of South Carolina in Columbia, United States. She first centered her schoolscape research on overlapping and competing local and European identities in educational settings. Currently, she has brought a schoolscape focus to her projects on linguistic justice in the US southeast. Methodologically, she takes up the value of diachronic insights on schoolscapes.
Antonio Bruyèl-Olmedo is a tenured lecturer in the Department of Spanish, Modern, and Classic Languages at Universitat de les Illes Balears (Spain). His research concerns language presence, English and minority languages in particular, in the public space of tourism. His work has appeared in prestigious international journals and edited volumes.
Isabelle Buchstaller is a Professor of English linguistics at the University of Duisburg-Essen, Germany. Her research explores the spatial patterns of linguistic practices, including the expression of ethnolinguistic vitality in the linguistic landscape of the Marshall Islands as well as the encoding of ideology in the streetscape of Eastern Germany.
Solvita Burr is a Senior Researcher at the Latvian Language Institute of the University of Latvia in Riga and a Visiting Lecturer at the University of Washington in Seattle, United States. Her research includes comprehensive studies of cityscapes in the Baltic States focusing on multilingualism, language policy, language management, multimodality, and language pedagogy.
Maria Vittoria Calvi is full Professor of Spanish Linguistics and Translation at the Università degli Studi di Milano, Italy. Her main research interests are: contrastive linguistics of Spanish and Italian; sociolinguistics; Spanish and Italian in migration contexts; linguistic landscape; genre analysis, and cross-cultural variations in specialized discourse, with a particular focus on the language of tourism.
Jasone Cenoz is a Professor of Education at the University of the Basque Country. Her research focuses on multilingual education, bilingualism, multilingualism, and minority languages. She has published a large number of articles and books, such as A Panorama of Linguistic Landscape Studies (2024), The Minority Language as a Second Language (2024), and Pedagogical Translanguaging (2021), all in collaboration with Durk Gorter. She has presented her work at conferences in the United States, Canada, China, Australia, Hong Kong, India, Brunei, New Zealand, Singapore, and most European countries.
Uma Maheshwari Chimirala is an Assistant Professor at NALSAR University of Law in Hyderabad, India. Her research focuses on language politics, courts in educational policy, bi/multilingualism, and politics of access for indigenous peoples and schoolscapes in indigenous spaces.
Lorena Córdova-Hernández is a Professor at Universidad Autónoma Benito Juárez de Oaxaca, Mexico. She has written articles on cultural policies, discourse analysis, semiotic landscape, and critical sociolinguistics. Her current collaborative research focuses on language documentation and revitalization in indigenous communities on the Mexican-Guatemalan border and endangered language speakers from Oaxaca State.
Monika Dannerer is a Professor of German Linguistics at the University of Innsbruck, Austria. Her research in applied linguistics and sociolinguistics is currently focused on first and second language acquisition, language attitudes, as well as multilingualism and repertoires in higher education and tourism.
Pallavi Gauri Dehari is a Research Associate at NALSAR University of Law in Hyderabad, India. Her research interests focus on adolescent education, gender and equality, gender and education, and the linguistic landscape of indigenous public spaces.
Hüseyin Demircan is a Master Student in English Linguistics and Literature at the Department of English, University of Bern (Switzerland). He achieved his Bachelor of Arts in Foreign Language Education at Middle East Technical University in Türkiye in the summer of 2020.
Roswita Dressler is an Associate Professor in Language and Literacy and Associate Dean – International at the Werklund School of Education, University of Calgary. Her research examines pre-service and in-service teacher understandings of second language teaching and learning. This work includes the linguistic landscape analysis of schoolscapes.
Deirdre A. Dunlevy is a Lecturer in Applied Linguistics at the University of Limerick, Ireland. Her research interests include linguistic landscapes, border studies, identity, and language policy in minoritized language settings, particularly in Spain and Ireland. She co-edited the volume Multilingualism in Public Spaces, published in 2021.
Theodorus du Plessis is a Professor in Language Management and Professor Emeritus in the Department of South African Sign Language and Deaf Studies at the University of the Free State, Bloemfontein, South Africa. He is also Associate Editor of Language Matters (UNISA/Routledge) and a member of the International Academy of Linguistic Law.
Federico Erba is a Directors’ Assistant at the Department of English of the University of Bern (Switzerland). He successfully completed a Master of Arts in English with a special qualification in Language and Linguistics from the University of Bern in Spring 2024.
Kellie Gonçalves is a Senior Lecturer at the University of Bern, Switzerland. Her research interests are the interdisciplinary interface between sociolinguistics, applied linguistics, human geography, mobility studies, and social semiotics. Kellie is currently the book review editor of the journal Linguistic Landscape.
Durk Gorter is a retired Ikerbasque Research Professor at the University of the Basque Country. He carries out research on European minority languages, multilingual education, and linguistic landscapes. Recent publications are A Panorama of Linguistic Landscape Studies (2024), Pedagogical Translanguaging (2021), and The Minority Language as a Second Language (2024), all co-edited with Jasone Cenoz. He has also edited four books on linguistic landscapes. He received the award of Distinguished Scholar of Multilingualism.
Thom Huebner is a Professor Emeritus of Linguistics at San José State University and publishes in applied linguistics and sociolinguistics. He has taught at Chulalongkorn and Thammasat Universities in Bangkok and has lectured throughout Asia and the Pacific. His more than 40 published articles, books, and current research interests include discourses on semiotic landscapes.
Francis M. Hult is a Professor and Director of the TESOL program at the University of Maryland, Baltimore County (UMBC). He works at the crossroads of sociolinguistics, discourse studies, and education. His research examines multilingual language management in policy and practice, focusing on linguistic landscapes and language policy and planning through an ethnographic discourse-analytic lens.
Edina Krompák is the Head of Research in Language Learning and Teaching at the University of Teacher Education, Lucerne, as well as a lecturer at the University of Basel, Switzerland. Her current research interests encompass the relationship between linguistic landscape and educational spaces, the exploration of language and identity, and multimodality in language learning and teaching. Her research and teaching delve into multidisciplinary topics from education science, educational linguistics, and linguistic ethnography.
Jerry Won Lee is a Professor of Applied and Sociocultural Linguistics at the University of California, Irvine, United States. His book publications include Locating Translingualism (Cambridge University Press 2022) and Language as Hope, co-authored with Daniel N. Silva (Cambridge University Press 2024).
Siu-lun Lee is a Principal Lecturer at the Yale-China Chinese Language Academy of the Chinese University of Hong Kong, where he teaches courses on Chinese language studies and Hong Kong language and society. His research interests include applied linguistics, Cantonese studies, Chinese linguistics, sociolinguistics, and language teaching pedagogy. His publications include Modern Cantonese (Vol. 1–3, Routledge 2023) and The Learning and Teaching of Cantonese as a Second Language (Routledge 2023).
Jakob R. E. Leimgruber is a Professor of English Linguistics at the University of Regensburg, Germany. His research interests include World Englishes, language policy, and linguistic landscapes. His publications include “Singapore English” (CUP 2013), “Language planning and policy in Quebec” (Narr 2019), and “Multilingual global cities” (Routledge 2021, co-edited with Peter Siemund).
Chrismi-Rinda Loth’s specialization is in Language Policy and Planning, with a focus on linguistic landscape studies and related areas such as toponomy. Recently, she shifted to working from a Deaf Studies perspective in South Africa.
Syed Abdul Manan holds a PhD degree in Applied Linguistics. He presently serves as an Associate Professor in the Multilingual Education Program at the Graduate School of Education Nazarbayev University Astana, Kazakhstan. His work on sociolinguistics, language policy and planning, bi/multilingual education, World Englishes, and linguistic landscape has been published in several impact factor journals.
Heiko F. Marten is a Researcher at the Leibniz Institute for the German Language in Mannheim, Germany, and a Senior Researcher at Rēzekne Academy of Technologies, Latvia. Previously at Freie Universität Berlin, Germany, Tallinn University, Estonia, and Director of the German Academic Exchange Service’s office in Riga, Latvia. Research interests: language policies, minority languages, multilingualism, language discourses, and German worldwide.
Sanita Martena is a Professor of Applied Linguistics and Senior Researcher at Rēzekne Academy of Technologies, Latvia. Previously at the University of Greifswald, Germany. Participation in international projects on regional and minority languages, in education reforms in Latvia, and research on language education, digital humanities, and in creating corpora of regional languages. Fields of research: language education, multilingual approaches in language education, minority languages, family language policy.
Vincent Ieni Olsen-Reeder (Ngā Pōtiki a Tamapahore, Ngāti Pūkenga, Ngāi Te Rangi, Te Arawa) is currently working as a language planner for Statistics New Zealand. As an academic, he is a te reo Māori lecturer at Victoria University of Wellington, specializing in sociolinguistics and language revival. He is a published historical fiction and fiction author, poet, songwriter, and translator.
Iair G. Or teaches at Tel Aviv University and Kibbutzim College and holds a PhD from Tel Aviv University. His research focuses on language policy, language ideologies, multilingual education, linguistic landscapes, and language minorities. He has studied the linguistic landscape in areas where Thai migrant workers are employed and in Tel Aviv during the 2023–2024 protests.
Steve D. Przymus, PhD, is an Associate Professor of Educational Linguistics at Texas Christian University, Fort Worth, United States, and the 2022 Richard Ruiz Distinguished Scholar. He researches the sociolinguistics of bilingualism and linguistic landscapes as a social semiotic. He has taught in México, La República Dominicana, and the United States for 27 years.
Kittinata Rhekhalilit, Assistant Professor of Linguistics at Kasetsart University, Bangkok, received his doctorate in linguistics from Chulalongkorn University in 2014. He has published and presented papers on applied linguistics and sociolinguistics, including English varieties of Thai learners, language and gender, the function of English in Thai society, and the linguistic landscape.
Corinne A. Seals is Pūkenga Matua (Senior Lecturer) of Applied Linguistics at Te Herenga Waka Victoria University of Wellington, Aotearoa New Zealand. She is also the Pouakorangi (director) of the Wellington Translanguaging Project and Translanguaging Aotearoa. Corinne’s research is focused on language and identity and the role of translanguaging, especially for heritage language speakers.
Forugh Semadeni is completing her MA studies in Language and Linguistics at the University of Bern. With a background in English language and literature and TESOL (Teaching English to Speakers of Other Languages), Forugh’s research interests lie in linguistic landscapes, multilingualism, and native-speakerism in language education.
Elana Shohamy is a Professor of Multilingual Education at Tel Aviv University with a focus on linguistic landscape, language policies, and language testing from language rights and social justice perspectives. Elana co-edited books on linguistic landscape and numerous articles. She organized the first linguistic landscape workshop in 2008 and is the current editor of the Linguistic Landscape journal.
Karl Simms is a Reader in Hermeneutics at the University of Liverpool, United Kingdom. He has published several books in linguistics and hermeneutic philosophy, including Paul Ricoeur (Routledge 2003), Ricoeur and Lacan (Continuum 2007), and Hans-Georg Gadamer (Routledge 2015).
Marián Sloboda is an Associate Professor at the Department of Ethnology, Central European, and Balkan Studies, Charles University, Prague. His research focuses on the management of multilingualism and minority issues in East-Central Europe and Belarus. He has co-edited Sociolinguistic Transition in Former Eastern Bloc Countries: Two Decades after the Regime Change (Peter Lang 2016).
Osman Solmaz is an Associate Professor of English Language Teaching at Dicle University, Turkey. He received his PhD degree from the Second Language Acquisition and Teaching doctoral program at the University of Arizona. He researches teacher education, linguistic landscapes, and the implementation of technology in language teaching and learning.
Barbara Soukup is an Assistant Professor for the Sociolinguistics of German in Austria at the University of Vienna. She holds a PhD in linguistics from Georgetown University (Washington, D.C.). In addition to the study of linguistic landscapes, her research interests comprise language attitudes, sociolinguistic variation and multilingualism, and interactional sociolinguistics.
Väinö Syrjälä is a Senior Lecturer in the Swedish language at Södertörn University in Stockholm, Sweden. He received a PhD in Scandinavian languages from the University of Helsinki in 2018, with a dissertation on the linguistic landscapes of bilingual Finland. His research interests include different perspectives on linguistic landscapes as well as socio-onomastics.
Tamás Péter Szabó is a Senior Lecturer of multilingualism and the internationalization of teacher education in the Department of Teacher Education, as well as an Adjunct Professor of Linguistic Landscape Studies at the Centre for Applied Language Studies, University of Jyväskylä, Finland. In his schoolscape studies, he focuses on multilingual pedagogies and methodological innovations. Further, he develops pre- and in-service teacher education courses for the creative renewal of learning environments.
Christiana Themistocleous is an Associate Professor of Sociolinguistics at the University of Reading, United Kingdom. Her research interests fall within the areas of societal multilingualism, linguistic landscapes, language and conflict, and language and media. Her current project, which is funded by the British Academy, explores how people experience multilingualism in the linguistic landscape of Nicosia, the only divided capital in the world. She has published widely on this topic in academic journals including Linguistic Landscape, Discourse, Context and Media, and Journal of Multilingual and Multicultural Development. She is also the coauthor of the book Introducing Language in Society, published by Cambridge University Press.
Robert A. Troyer is a Professor of Linguistics at Western Oregon University. His work in linguistic landscape research has addressed online linguistic landscapes, minority languages, and schoolscapes, particularly the role of Spanish in the United States. His online Linguistic Landscape Bibliography and Linguistic Landscape Corpus continue to be updated, freely available tools for researchers.
Stefania Tufi is a Reader in Italian Studies and Sociolinguistics at the University of Liverpool, United Kingdom. Her research is situated at the intersection of language and spatial constructions of identity from multiple perspectives, such as minority and regional languages, language policy, language and memorialization, transnational spaces, and borderscapes.
Mieke Vandenbroucke is a tenure-track Research Professor in linguistic pragmatics at the University of Antwerp and the Adjunct Secretary General of the International Pragmatics Association (https://pragmatics.international/). She was a Fulbright scholar at UC Berkeley in 2016–2017. She conducts and coordinates fundamental and applied research at the intersection of sociolinguistics, pragmatics, and urban studies.
Luk Van Mensel is an Associate Professor in the Department of Applied Linguistics at Xi’an Jiaotong-Liverpool University (XJTLU), Suzhou, China. He has published on a variety of subjects in sociolinguistics and SLA, including linguistic landscapes, multilingualism in the family, economic aspects of multilingualism, language education policy, socio-affective factors, language learning, and bilingual education (CLIL).
Alastair Walker was born in Great Britain. He studied German and Linguistics at Reading University. From 1971 to 2013, he worked in Frisian Studies at the University of Kiel in Germany. His main interests are dialectology, lexicography, and sociolinguistics, with special reference to multilingualism and European minority languages.
Shanara Wallace (Ngāti Ruanui, Ngā Rauru, Ngāti Tūwharetoa, Ngāti Kahungunu ki Heretaunga, ki Wairarapa hoki) is a graduate of Te Kawa a Maui – School of Māori Studies at Te Herenga Waka – Victoria University of Wellington. She has been a member of the Wellington Translanguaging Project team since 2020.
Lionel Wee is a Professor in the Department of English, Linguistics, and Theatre Studies at the National University of Singapore. His interests include language policy and ideologies about communication. He is currently completing a book (with Nora Samosir) about the Korean Wave and the sociolinguistics of soft power.
Lei Xia is currently a PhD candidate at the School of Linguistics and Applied Language Studies, Victoria University of Wellington, New Zealand. Her research interests encompass translanguaging, language and power, language and identity, discourse analysis, narrative and reflexive inquiry, as well as critical pedagogy.
Miryam Yataco is a Peruvian-born language rights advocate, an expert in bilingualism, and a trained sociolinguist. She is a tenured Principal Researcher at the Kawsasun Department for Linguistics, Universidad Nacional Mayor de San Marcos in Lima, Peru. Ms. Yataco’s work focuses on the history of language policies, both inside and outside of formal institutions. In addition, her research interests include language ideologies, decolonization of knowledge and power, technologies of communication, linguistic and semiotic landscapes, native territories and language rights, and new Indigenous diasporas created through online resources.
Acknowledgments
Being offered the opportunity to prepare and produce this Handbook of Linguistic Landscapes and Multilingualism has presented us with a unique possibility to continue the research line we began over 20 years ago. Along the way, we have met numerous fine colleagues and new friends, who are enthusiastic about the study of the signage in public places and beyond. Fortunately, we could invite many of them to contribute to this handbook and we are grateful for their input of ideas, time, and energy as well as their encouragement and support. To obtain wider coverage, we also invited colleagues in the field, whom we knew only from their fascinating publications, and they all participated with equal ardor.
At the beginning of 2024, we received the sad notice that one of our authors, Omar Ibrahim Alomoush, had passed away, just weeks after he handed in the first draft of his chapter. His coauthor and former PhD supervisor Karl Simms finalized the draft chapter as a tribute to Omar.
Not only have the authors contributed a full chapter, but we also invited most of them to do a review of a chapter of a colleague. They all did this conscientiously, critically, and with detail. For all chapters, we have invited a second external reviewer, and we are equally grateful to all of them for accomplishing that task in a diligent way and on time. These external reviewers include: Andre Theng, Andrea Young, Andrew Jocuns, Anikó Hatoss, Antoinette Camillieri Grima, Crispin Thurlow, Felix Banda, Gail Cormier, Gavin Lamb, Gertrud Reershemius, Greg Niedt, Hoa K. Tang, Jeffrey Kallen, Joana Duarte, Kate Menken, Kristof Savski, Laurence Mettewie, Maja Mezgec, Marguerite Morlan, Martina Bellinzona, Muhammad Amara, Nusrat Begum, Paolo Coluzzi, Patricia Gubitosi, Peter Backhaus, Peter Sayers, Rani Rubdy, Sanna Pakarinen, Shonna Trinch, Sibonile Mpendukana, Uta Papen, Víctor Fernández-Mallat, Will Amos, and Zulfa Sakhiyya.
The idea for this handbook originated with an email from Rachel Greenberg, the Commissioning Editor in Linguistics at Wiley Blackwell. After a couple of online meetings, we tentatively decided to go ahead with the project. To make sure, we first asked a few colleagues about the idea of such a handbook, and we got only positive reactions. Thus, we developed a full book proposal including a tentative table of contents and the official invitations were sent out at the end of 2022. The proposal went through the peer review process with positive results, and as editors, we could sign a contract to deliver the manuscript. After Rachel went on maternity leave, her tasks were taken over by Sarah Milton, the Editorial Assistant, who also stayed with the project when Rachel came back. Our first Managing Editor was Oliver Raj, but after seven months, he was succeeded by Radhika Raheja Sharma, who guided us through the process of manuscript preparation, the proofs and the final publication. She was assisted by Poornimaa Balakannan, Content Refinement Specialist, who worked with us throughout the proofreading phase from unedited manuscript to final files for print and electronic publication. We are thankful for the continuous support we received from the various people at Wiley.
To all the persons mentioned earlier, we want to say: eskerrik asko, tige tank, and thank you very much.
Chapter 1Introduction: The Study of Linguistic Landscapes and Multilingualism
Durk Gorter and Jasone Cenoz
During the spring of 2002, we began our first investigation of linguistic landscapes together. On one street in Donostia-San Sebastian in the Basque Country, we used a small digital camera to collect 442 photographs of all the signs we encountered. In Figure 1.1, we present the first photo of the street sign in Basque (Erregezainen Kalea) as well as the Spanish version (Calle de la Escolta real).
Figure 1.1 Our first photos of the street signs in Basque and Spanish.
Source: J. Cenoz and D. Gorter.
We found signs in Spanish, Basque, English, French, and other languages in our immediate surroundings. Multilingualism was the most prominent feature of those signs. We presented our findings at a conference in September 2003 in Tralee, Ireland (Cenoz and Gorter 2003), which later led to a special issue of the International Journal of Multilingualism. For us, this marked the beginning of a new line of research that we have continued to pursue to this day. This work has culminated in our recent monograph, A Panorama of Linguistic Landscape Studies (Gorter and Cenoz 2024), which provides a selective overview of the field. In the final sentence of that book, we express an idea that applies here: “once you get drawn into studying signage, it makes you see the world with different eyes, and it may never let you go.”
In 2006, we were bold enough to call the study of linguistic landscapes “a new approach to multilingualism” (Gorter 2006). While this may have been an overstatement at the time, subsequent developments have provided many reasons to support this claim. Focusing on multilingualism in linguistic landscape studies has proven especially productive. This coincided with the “multilingual turn” (May 2014) in sociolinguistics and applied linguistics, a trend to which we contributed (Cenoz and Gorter 2011). The multilingual turn has undoubtedly helped to advance the field of linguistic landscape studies, as it has sparked increased interest in and attention to the multilingual phenomena that surround us.
This Handbook of Linguistic Landscapes and Multilingualism aims to present the work of experts who critically discuss key concepts and approaches, analyze past developments, synthesize previous research, and provide in-depth descriptions of specific contexts. The group of 58 authors and coauthors is a mixture of well-known names who are among the most prolific and most cited scholars in the field, along with promising early-career researchers and relatively new contributors, including a few PhD students as coauthors. The collection of 35 chapters brings together a wide range of themes and topics within linguistic landscape studies. This collective offers a variety of theoretical, methodological, and empirical chapters from various perspectives and from different countries, regions, and cities. We aimed for geographic diversity in the contributions, striving to avoid an overemphasis on North America and Europe. Taken together, the chapters clearly illustrate how the study of linguistic landscapes has progressed across various multilingual settings and diverse educational contexts.
Multilingualism is at the heart of this handbook. Over the years, numerous studies have shown that in any given city, it is rare to find a linguistic landscape that is purely monolingual. In contexts where English is the main or dominant language, traces of other languages can commonly be observed. These other languages appear through the names of fashion brands, product types, or trademarks (see the chapter by Syrjälä in this volume) and on the façade of establishments like shops, supermarkets, and restaurants. Meanwhile, several chapters in this handbook illustrate the presence of English in contexts where it is not the most common language.
For example, this is the explicit focus in Chapter 15 by Leimgruber, who discusses the cases of Quebec, Dubai, and Singapore. The role of English is also highlighted in Chapter 16 by Alomoush and Simms, which examines Jordan, and in Chapter 18 by Manan, which focuses on Pakistan. Multilingual or at least bilingual situations arise when English shares the status of official language with one or more other languages, such as in India, a deeply multilingual country (see Chapter 19 by Chimirala and Dehari). In one way or another, the display of English in public spaces is discussed in most chapters.
This handbook provides readers with overviews of various topics, as well as case studies from different countries across multiple continents, with a focus on multilingualism. One reason for including a separate part of this handbook on education and language learning is that, until a few years ago, studies of schoolscapes and applications in education were still relatively scarce (Gorter 2018). However, in a short period, the relationship between education and linguistic landscapes has gained a great deal of attention. We have contributed to this line of research in our own studies. For example, in a study of the local marketplace, we explored the opportunities for language teaching or learning about languages, and we even found a literal offer to study languages (see Figure 1.2).
Figure 1.2 Advertisement for a language course in a local market.
Source: Gorter and Cenoz.
In recent years, this subfield of the study of schoolscapes inside schools as well as opportunities for language learning has been expanding rapidly. It is probably the strongest trend in the field of linguistic landscape studies, and therefore, we wanted to include the theme in this handbook. In Part 3, the authors of the various chapters demonstrate from different angles the relevance of the linguistic landscape related to education and language learning.
