Doing multilingualism through transnational linguistic landscaping: The MultiDiv experience

Abstract

This paper explores Linguistic Landscape (LL) as a pedagogical approach that fosters student agency and bridges academic learning with real-world societal challenges. Through the context of a summer intensive course on Multilingualism and Diversity, jointly organised by the University of Warwick (UK) and Monash University (Australia), we discuss how LL research can serve as a conduit for critical engagement with issues of language, society, and culture. The study draws on a combination of observations, student feedback, and semi-structured interviews with participants who undertook empirical LL research projects in transnational and interdisciplinary teams over four iterations of the course. By navigating the complexities of multilingual urban spaces and collaborating with peers from diverse disciplinary and linguistic backgrounds, students applied their theoretical learning to practice. This active, project-based learning approach enables them to negotiate operational and research design challenges, revealing key insights into the processes that support or hinder their development as autonomous learners. The findings highlight the potential of LL as an active learning tool that enhances critical awareness, problem-solving, and cross-cultural collaboration. The paper addresses current issues in LL scholarship by situating its pedagogical application within project-based, student-centred curricula. We conclude by outlining implications for integrating LL into higher education as a means of enhancing student agency and fostering transformative learning experiences.