Enhancing Pre-Service Teacher Education in Türkiye: Critical Multilingual Language Awareness through Linguistic Landscapes
AERA 2026, California, United States Of America, 8 - 12 April 2026, pp.1, (Summary Text)
- Publication Type: Conference Paper / Summary Text
- City: California
- Country: United States Of America
- Page Numbers: pp.1
- Dokuz Eylül University Affiliated: Yes
Abstract
This study explores how Linguistic Landscapes (LLs) foster Critical Multilingual Language Awareness (CMLA) among preservice English language teachers (PELTs) in Türkiye. Grounded in a critical perspective, it adopts indexical-ordering as a theoretical and analytical framework to examine how PELTs’ second-order indexing revealed developing CMLA. Sixty PELTs completed LL projects, analyzing multilingual signage from the local context. Data sources included LL images and written reflections. Thematic analysis identified three themes: (a) recognizing global-local linguistic relationships, (b) adopting a situated perspective, and (c) acknowledging linguistic diversity as tied to social justice. Findings show how LL analysis supported PELTs in critically examining ideological hierarchies, power relations, and social meaning in multilingual signage, contributing to the limited scholarship on CMLA in EFL teacher education.