Sample Linguistic Landscape Activities

1. Analyzing the Linguistic
Landscape of a Neighborhood

Objective: To analyze the linguistic landscape of a neighborhood and identify the different languages and language varieties that are present in public spaces.

Materials: Paper, pens/pencils, cameras or smartphones for taking photos

Instructions:

1. Divide the class into small groups of 3-4 students each.

2. Choose a neighborhood or area of the city to visit and explore. Ideally, this neighborhood should be one that is culturally diverse and has a variety of public spaces (e.g. parks, streets, shops, restaurants).

3. Instruct each group to walk around the neighborhood and take photos of signs, advertisements, and other forms of written or printed communication that they see in public spaces.

4. Once the groups have collected their photos, reconvene as a class and have each group share their photos and discuss the different languages and language varieties that they observed.

5. Facilitate a class discussion to identify commonalities and differences between the groups’ findings. Ask questions such as: Which languages were most common? Were there any surprises or unexpected findings? Were there any signs or messages that seemed particularly significant or interesting?

6. Ask each group to choose one or two signs that they found particularly interesting or significant and to write a brief analysis of the sign(s) in terms of their linguistic and cultural significance.

7. Have each group present their chosen signs and their analysis to the class.

Extensions:

• Have students research the history and demographics of the neighborhood to provide context for their observations.

• Ask students to consider how the linguistic landscape of the neighborhood might reflect larger social, cultural, and political issues.

• Have students compare the linguistic landscape of the neighborhood to other neighborhoods in the city or in other parts of the world to identify similarities and differences.

2. Linguistic Landscape Scavenger Hunt

Objective: To develop observational and analytical skills by identifying and categorizing signs in the linguistic landscape.

Materials: Paper, pens/pencils, cameras or smartphones for taking photos

Instructions:

• Divide the class into small groups of 3-4 students each.

• Give each group a list of categories (e.g. official signs,

commercial signs, community signs, multilingual signs) and ask them to find and take photos of signs that fit each category.

• Set a time limit and instruct the groups to meet back at a designated location when the time is up.

• Have each group present their photos and discuss the different categories and types of signs they found.

• Facilitate a class discussion to compare and contrast the different groups’ findings and identify any commonalities or differences.

3. Multilingual Sign Design Challenge

Objective: To promote creativity and problem-solving skills by designing a multilingual sign for a public space.

Materials: Paper, pens/pencils, markers, or other art supplies

Instructions:

• Instruct each student to choose a public space in their community (e.g. a park, library, or community center) and to design a sign that promotes multilingualism and inclusivity in that space.

• Encourage students to be creative and think outside the box. They might include images or symbols as well as words, for example.

• Once students have completed their designs, have them present them to the class and explain the thinking behind their choices.

• Facilitate a class discussion to identify commonalities and differences between the different designs and to discuss the importance of multilingualism in public spaces.

4. Linguistic Landscape Analysis Project

Objective: To conduct a systematic analysis of the linguistic landscape of a particular community or region.

Materials: Paper, pens/pencils, cameras or smartphones for taking photos, access to online mapping tools (optional)

Instructions:

• Instruct students to choose a community or region to study and to conduct a systematic analysis of the linguistic landscape in that area. They might focus on a particular neighborhood, city, or region.

• Encourage students to use a variety of research methods, such as taking photos, conducting surveys, and analyzing online resources.

• Once students have collected their data, have them create a map or visual representation of the linguistic landscape in their chosen area.

• Have students present their findings and their maps to the class, and facilitate a class discussion to identify commonalities and differences between the different maps and to discuss the social, cultural, and political implications of the linguistic landscape in the area.

5. Language Policy Debate

Objective: To explore and debate different perspectives on language policy in public spaces.

Materials: Paper, pens/pencils

Instructions:

• Divide the class into two groups and assign each group a different perspective on language policy in public spaces (e.g. promoting a single official language vs. promoting multilingualism).

• Instruct each group to research and prepare arguments for their assigned perspective.

• Hold a debate in which each group presents their arguments and responds to questions and challenges from the other group.

• Facilitate a class discussion to identify commonalities and differences between the different perspectives and to discuss the pros and cons of different language policies.

6. Linguistic Landscape Photography Exhibition

Objective: To promote creativity and critical thinking skills by curating a photographic exhibition of linguistic landscape images.

Materials: Cameras or smartphones for taking photos, access to a printer or online printing service, display materials (e.g. poster board, frames)

Instructions:

• Instruct students to take photos of linguistic landscape signs and images in their community or in a chosen area.

• Have students choose their best photos and curate a photographic exhibition of linguistic landscape images.

• Encourage students to think critically about the significance of the signs and images they have chosen and to write descriptions or captions that explain their choices.

• Display the exhibition in a public space (e.g. school hallway, library, or community center) and invite the community to view it.

• Facilitate a class discussion to reflect on the significance of the signs and images in the exhibition and to discuss the role of language in public spaces.

7. Language Barrier
Role-Play

Objective: To develop empathy and communication skills by simulating a situation in which language barriers exist.

Materials: None

Instructions:

• Divide the class into pairs or small groups and assign each group a different language or language variety (e.g. Spanish, Mandarin, African American Vernacular English).

• Instruct each group to speak only in their assigned language or language variety for a set period of time (e.g. 10 minutes).

• Facilitate a class discussion to reflect on the experience of communicating in a language that is unfamiliar or difficult to understand.

• Ask students to identify strategies that they could use to communicate more effectively in situations where language barriers exist.

This activity can help students develop a deeper understanding of the linguistic landscape and its significance for social, cultural, and political issues while also developing important skills in communication, critical thinking, and empathy.

8. Language
Treasure Hunt

Target Students: Young learners

Objective: To develop observational skills and learn about different languages in the linguistic landscape.

Materials: Paper, pens/pencils

Instructions:

• Instruct students to walk around the school or local community and look for signs in different languages.

• Give each student a piece of paper with a list of languages to look for (e.g. Spanish, Chinese, Arabic).

• Encourage students to draw a picture or write a description of each sign they find.

• Once students have completed the treasure hunt, gather them together and have each student share their findings with the class.

• Facilitate a discussion to identify commonalities and differences between the different signs and to discuss the importance of different languages in the community.

9. Multilingual Poster Project

Target Students: Young learners

Objective: To develop creativity and language skills by creating a multilingual poster.

Materials: Paper, pens/pencils, markers or other art supplies

Instructions:

• Instruct students to create a poster that includes the phrase “Welcome to Our School” in as many languages as possible.

• Encourage students to research different languages and to be creative in their design.

• Once students have completed their posters, have them share them with the class and discuss the different languages and cultures represented.

• Display the posters in a public space (e.g. school hallway or classroom) to celebrate and promote multilingualism.

10. Linguistic Landscape Field Trip

Objective: To develop observational and analytical skills by

analyzing the linguistic landscape in a local community.

Materials: Paper, pens/pencils, cameras or smartphones for taking photos

Instructions:

• Instruct students to take a field trip to a local community or neighborhood and observe the different signs and messages in public spaces.

• Encourage students to take photos of signs and to take notes on their observations.

• Once students have completed their field trip, gather them together and have them share their observations and photos with the class.

• Facilitate a discussion to identify commonalities and differences between the different signs and to discuss the significance of language in public spaces.

11. Language Policy Debate

Objective: To explore and debate different perspectives on language policy in public spaces.

Materials: Paper, pens/pencils

Instructions:

• Divide the class into two groups and assign each group a different perspective on language policy in public spaces (e.g. promoting a single official language vs. promoting multilingualism).

• Instruct each group to research and prepare arguments for their assigned perspective.

• Hold a debate in which each group presents their arguments and responds to questions and challenges from the other group.

• Facilitate a class discussion to identify commonalities and differences between the different perspectives and to discuss the pros and cons of different language policies.
These activities can be adapted to suit the needs and interests of different learners and can help learners develop important skills in communication, critical thinking, and cultural awareness.