Kielimaisemat kielikoulutuspolitiikan kohteena ja tekijänä kieliparikouluissa

Linguistic landscapes as objects and agents of language education policies in co-located schools

Authors

• Tuuli From Unversity of Helsinki
• Tamás Péter Szabó University of Jyväskylä
• Petteri Laihonen University of Jyväskylä

DOI: https://doi.org/10.30660/afinla.126228

Keywords:

linguistic landscape, schoolscape, co-located schools, language policy

Abstract

This chapter examines the relationship between language ideologies, language education policies and linguistic landscapes in education. Our context is co-located Swedish- and Finnish-medium schools that share the school building but function as separate and administratively monolingual units. Basic education in Finland is organized separately for both national languages and the separation has been considered crucial to shelter Swedish as a de facto minority language. Therefore, co-located schools have raised some critical voices but more recently also increasing interest as multilingual learning environments. In this chapter, we examine co-located schools with a focus on linguistic landscapes and how they enable and constrain multilingual social practices and language learning. We conclude that even if co-located schools provide a linguistically diverse learning environment, the utilization of these linguistic resources for the purposes of language learning requires long-term planning.