Akademik Veri Yönetim Sistemi
AAAL 2026, Illinois, Amerika Birleşik Devletleri, 21 - 23 Mart 2026, ss.1-4, (Özet Bildiri)
This study builds on an emerging body of research on critical language teacher preparation in Türkiye (Ortaçtepe-Hart & Horasanlı, 2023), which seeks to better prepare PELTs for the complexities of teaching multilingual learners (e.g., Author & Colleague; 2025; Keleş et al., 2024). Namely, we examined the use of linguistic landscapes (LLs) as a pedagogical tool to support critical multilingual language awareness (CMLA) (García, 2017) with preservice English language teachers (PELTs) in a Turkish English Language Teacher Education program. Data are drawn from 60 PELTs’ LL assignments collected from an elective course, “Sociolinguistics and Language Teaching,” taught during Spring 2024. PELTs used a multimodal analysis framework adapted from Kress and van Leeuwen (2001) to analyze images collected from physical landscapes around Türkiye. Using reflexive thematic analysis (Braun & Clarke, 2006) we analyzed PELTs’ work, tracing PELTs’ developing awareness of how language, power and ideologies operate around them to understand how their multimodal LL analysis supported their developing CMLA. Our analysis of PELTs’ work revealed how they leveraged the multimodal framework to: (1) examine and critique the relationship between local and global linguistic practices, (2) adopt nuanced and situated perspectives with regard to language rights, and (3) recognize how diverse linguistic practices promote cultural and social justice through the LLs. These findings contribute insights into how PELTs interpret multilingual LLs as part of developing critical language awareness. This study demonstrates the potential of LLs as a critical pedagogical tool and highlights their utility as a medium for critically reflecting on the shifting linguistic landscapes PELTs occupy. Finally, this study blurs disciplinary boundaries between applied linguistics and critical language teacher education by repositioning LLs from primary sources of analysis to pedagogical tools that can serve as a medium for making visible the dynamic development of CMLA.