In this qualitative research study, we examine changes made in 23 New York City schools that participated in a project for which
participating schools were asked to regard bilingualism as a resource in instruction and develop a multilingual linguistic
landscape. Findings document efforts made by schools to change their linguistic landscape in ways that recognize students’ many
languages and cultures, significant corresponding ideological shifts by school leaders from monolingual to multilingual views of
language and language learning, educators’ incorporation of students’ home languages in instruction, and new formal language
education policies resulting from these efforts. We document the impact of all of these changes on students and their families and
suggest that research on linguistic landscape conducted in schools should consider not only the physical landscape but also its
connections to pedagogy, programming, and language policies.
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This list is based on CrossRef data as of 24 october 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.