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    Using linguistic landscapes as a multimodal pedagogical tool in English language classrooms: A qualitative study in a high school context
    (Dicle Üniversitesi, Eğitim Bilimleri Enstitüsü, 2023) Bal, Nesrin; Solmaz, Osman
    Linguistic Landscape (LL) refers to the study of different languages and their different forms in public spaces, including signs, advertisements and street names. It is concerned with the use, representation and interaction of languages in the urban environment. In addition to being interdisciplinary, the importance of LL in education has received considerable attention by researchers for over a decade. It is recognized as powerful in facilitating meaningful language learning and promoting linguistic diversity. Based on this, this qualitative study aimed to explore the effectiveness of incorporating LL materials into the teaching of English in high school, with an emphasis on moving beyond traditional textbooks and integrating real-life situations. The research investigated whether LL materials could serve as valuable pedagogical resources. The study involved a sample group of thirty-two 11th grade students from a public high school in the province of Siirt, in southeastern Türkiye. Over a period of 12 weeks, three activities based on topics from the 11th grade English textbook were developed and implemented using the Linguistic Landscapes in Second Language Teaching and Learning (LLinL2TL) pedagogical model. Data were collected through various methods, including pre-study and post-study reflective journals, semi-structured focus groups and individual interviews, activity reflection logs, and student-produced artifacts, which were later analyzed using qualitative content analysis. The results showed that students' perceptions of LL-based materials in English classes were positively influenced, leading to increased motivation, interest, and understanding of the language. Students expressed enthusiasm for exploring LL further and reported an increased interest in learning English. They recognized LL materials as beneficial for language learning, facilitating their understanding of new concepts and units. Furthermore, LL activities promoted the development of social skills and relationships as students collaborated, shared their perspectives, and engaged in meaningful interactions with their peers and teachers. Through participation in LL activities, students experienced a notable shift in their perceptions of English language learning, recognizing its practical relevance and applicability in real-world contexts. The study further revealed the advantages of using LL as being authentic materials in the language classroom, as evidenced by increased student interest, motivation, and understanding when exposed to familiar environmental materials. Incorporating LL-based language activities had a positive influence on learners' productive and receptive language skills. In addition, students appreciated the practicality and meaningfulness of LL, establishing connections to their own experiences and enjoying the transition to more engaging LL activities. Notably, the majority of students recommended including LL-based activities in the curriculum, suggesting one or two activities per academic term. Overall, this study contributes to the limited research on the implementation of LL-oriented activities in high school level English classrooms. The findings underscore the positive impact of LL-based activities on students' language skills, motivation, and confidence in using English. It advocates for the integration of LL materials as valuable pedagogical resources, offering teachers and students a broader understanding of English beyond traditional textbooks. The study concludes with the further exploration of LL's potential in language instruction and recommends the inclusion of LL-based activities in future curricula.