ABSTRACT
This chapter develops the notion of classrooms as ‘sites of learning’ with characteristic semiotic landscapes. The researcher's on-site observations are documented in detail. Through the application of social semiotic multimodal analysis, dominant signifiers are shown to operate in the physical, temporal, institutional, curricular and social arrangements of the classrooms. These prevailing patterns of semiosis, it is argued, provide important context for analysis of students' representational work.
