ABSTRACT
This chapter discusses Linguistic landscapes (LL) as a pedagogical resource. It provides empirical evidence of the social and intercultural effect of the LL project on students' self-claimed dispositions towards linguistic diversity. The chapter theorises pedagogical aspects of the LL project and argues for its benefits in developing learners' critical sociolinguistic awareness. The development of intercultural competence is closely interrelated with ‘interlingual' competence. Interlingual competence is conceptualised as awareness of linguistic difference, which crosses linguistic boundaries traditionally bundled up as distinct languages, and an appreciation of their importance in everyday interactions. Students developed their critical skills by conjecturing about the mismatch between visible diversity and the actual demographics of their communities. Students demonstrated their increased appreciation of multiculturalism as closely interlinked with multilingualism.
