Futuring Multilingual Classrooms: Critical Linguistic Landscapes for Justice-Oriented, Future-Facing Teacher Education

• In Event: AERA Roundtable Session Sunday 7:45 am - Gold 3
  In Roundtable Session: Policy, Equity, and Critical Perspectives in Bilingual Education

Abstract

In the context of rising resistance to multilingualism and racialized language ideologies, this case study examines a redesigned sociolinguistics course featuring a linguistic landscape project. Grounded in raciolinguistics, decolonial theory, and justice-oriented pedagogy, the project engaged teacher candidates in documenting and analyzing multilingual signage in St. Louis. Through photo essays, presentations, and reflections, students explored how language visibility shapes belonging, exclusion, and power. The assignment supported critical language awareness and helped future teachers link theory to practice. Limitations included uneven access to public spaces and the need for clearer scaffolding to avoid surface-level or tourist-like observations. Findings offer insight into how linguistic landscape inquiry can foster transformative learning and prepare educators to embrace multilingualism in their classrooms.

Authors

• Miriam Jorge, University of Missouri - St. Louis

• Dawn Thieman, University of Missouri - St. Louis

• Doris Villarreal, Ohio University