ABSTRACT
This chapter focuses on the way that the linguistic landscape, the visible language in public spaces, can become a pedagogical tool to develop global literacies for teachers and students. In linguistic landscape assignments, teachers and students document, analyze, reflect upon, and may even change the visible language in public spaces. The chapter explains how this assignment is used to prepare teacher candidates in an urban, social justice teacher education program; how it can be used with and across local and global communities; and how we can develop a linguistic landscape curriculum for K–12 students. The chapter highlights how linguistic landscapes are vehicles for ethnographic inquiry that develops critical multilingual awareness to support teachers and students to question and counter dominant narratives.
