Critical Consciousness

STUDENTS NEED TO UNDERSTAND THE RELATIONSHIP BETWEEN LANGUAGE AND POWER.

Linguistic Landscape

Linguistic Landscape Project Examples

More Linguistic Landscape Activities

This activity guides students through an investigation of how language appears, and doesn’t appear, in public spaces. By analyzing the linguistic landscape of a neighborhood (signs, advertisements, graffiti, and public communication), students explore which languages are visible, whose voices are represented, and whose are left out. This opens critical conversations about language access, inclusion, and power, helping multilingual learners reflect on their own linguistic identities and communities.

Materials:

• smartphone or tablet for taking pictures

• paper, pens, or pencils for taking notes

• clipboards or printed observation sheets

• access to Google Slides, Jamboard, or poster material for presenting 

Procedure: 

1. Introduce the Concept of Linguistic Landscape: Explain that the linguistic landscape refers to the visible language(s) in public spaces, on signs, menus, posters, graffiti, storefronts, etc. Ask students to think about What languages do you usually see around your neighborhood or school? Which ones are missing?

2. Prepare for the Walk: Divide students into small groups (3–4). Assign each group a section, block, or area around the school or community that’s safe and accessible. Provide a note sheet for them to record:

• Where the sign was found

• What languages appear

• What the sign is for (e.g., store, warning, announcement)

• Any emotional or cultural reaction they had to it

*You may need a some additional adults with you

Optional: This project can also be conducted outside of school on students' own time to have more diverse lingusiitc landscapes. Or it could be made more simple by conducting this activity throughout the school only.

3. Conduct the Walk: Groups take photos of signs, flyers, storefronts, murals, etc. Encourage them to notice not just what’s there, but what’s missing. Are there multilingual signs? Is English dominant? Are home languages represented? Who might feel welcome here and who might not?

4. Share & Analyze: Back in class, students upload or print photos and choose one or two that felt most powerful, surprising, or meaningful. In their groups, they write a short analysis of each sign that includes:

• The languages used

• Who the sign is meant for

• What message it sends (explicit or implicit)

• What it reveals about language and power in that space

5. Prepare Presentations: Give students time to go through all the photos they have collected and create a slideshow that is ready to be presented. This can be done in class only or at home.

6. Present & Discuss: Each group presents their selected photos and analysis. As a class, chart common patterns and discuss:

• Which languages were most visible?

• Which were missing?

• What does this suggest about who is included or excluded?

7. Assessment: assess students on their presentations. Were they identifying and analyzing the presence or absence of languages in public spaces? Did they make connections between visible languages and social power? 

8. Optional Assignment: Have students in their small groups do some research on the demographics of the town and then work to create at least two posters that should be hung in that area or neighborhood and have them explain why they chose those languages and topic for the signage.

Language Policy Debate

Example of Language Policy Debate

Language is not neutral. How, when, and whose language is allowed in public spaces often reflects deep power dynamics. In this debate, students explore different perspectives on language policy (English only laws vs. multilingual signage or services). By preparing and defending different sides, students gain awareness of how language connects to access, identity, and equity. This builds critical thinking while helping multilingual learners reflect on their lived experiences and their rights as language users.

Materials: 

• Debate prep sheet or graphic organizers 

• Paper and pencils 

• Access to articles or short videos about language policies

• A visible T-chart or Jamboard to record class insights

• Sentence starters for debate scaffolded in English and students' home language if needed

Procedure: 

1. Introduce the Idea of Language Policy: start by asking students a thought provoking question like 

"Who decides what languages are used in schools, government, or signs?"

Define language policy as the laws of rules about which languages can or should be used in public places. Bring up examples such as the English only laws. Add on to the first question by asking

"Should public spaces promote just one official language or should they promote multiple?"

2. Assign Debate Perspectives: Divide the class into two groups:

• Group A: Supports a single official language 

• Group B: Supports multilingual policies 

Remind students that this is an academic exercise and students do not necessarily have to agree with the side they are assigned.

3.  Research & Prepare Argument: Give each group time to brainstorm and write 2–3 strong points using evidence, examples, and real life implications. Provide guiding questions:

• Who benefits from this policy?

• Who might be harmed or excluded?

• What would this policy look like in schools, hospitals, or government offices?

Encourage students to draw from their own experiences and communities. This preparation can take a day or two.

4. Hold the Debate: Have groups present their arguments, with opportunities for rebuttals and follow up questions. Use sentence starters like:

• “We believe this because…”

• “A counterpoint to that is…”

• “In our community, we’ve seen…”
  Encourage respectful listening and note taking during the debate.

Ensure that you have set expectations for respectful debate before beginning.

5. Class Debrief & Discussion: After the debate, bring the class together to reflect:

• What were the strongest arguments on each side?

• Did anyone’s opinion change?

• What does this debate reveal about language and power?
  Record student responses on a shared chart or digital board.

6. Personal Reflection: Students will write a short reflection on what they believe is a fair language policy and why.

7. Assessment: Students will be assessed on their participation in the debate as well as their reflection.