ABSTRACT
This chapter explores the linguistic landscape in schools in the Basque Country and summarizes the main characteristics of multilingual education in the Basque Autonomous Community in Spain in order to contextualize in the discussion. It describes the design and main outcomes carried out in a number of multilingual schools, where Basque, Spanish, and English are taught which explored the functions, distribution, and authorship of the signs on the schools' walls. For Shohamy and Waksman, the linguistic landscape can be a 'rich context for learning about the ways in which meanings are constructed and manipulated using a variety of devices'. The linguistic landscape can serve as a pedagogical resource in the EFL classroom, where he used public signs to analyze the social meanings of English. Multilingual education can be defined as the use of two or more languages in education provided that schools aim at multilingualism and multiliteracy.
