ABSTRACT
This chapter examines claims made by various scholars regarding the use of linguistic landscapes as a pedagogical resource. It explores the role of linguistic landscapes in facilitating the development of learner autonomy with regards to its spatial dimension. The study of linguistic landscapes in its own right is still a relatively new area, which draws from different academic disciplines such as applied linguistics, sociolinguistics, anthropology, sociology, psychology and cultural geography. There has been increasing interest in the relatively young sociolinguistic sub-discipline of linguistic landscapes. The use of linguistic landscapes in foreign language learning recognises 'the social context of language learning and language use, and offers educators many opportunities to create meaningful experiences for learners'. The relationship between linguistic landscapes and learner autonomy is multifaceted and dynamic. Linguistic landscapes can enrich foreign language classroom pedagogy and be used as an educational tool, especially in multilingual and multidialectal environments.
