Linguistic Landscape as a Pedagogical Tool in Teaching and Learning English in Oman

Abstract

English language learning does not only happen within the four corners of the classroom, but it may occur even within the learner‟s immediate community. Learning English can be enhanced through various resources like the available linguistic landscape. According to Landry and Bourhis (1997, p. 25) the term linguistic landscape (LL) is defined as the language of public road signs, advertising billboards, street names, place names, commercial shop signs, and public signs on government buildings combines to form the LL of a given territory, region, or urban agglomeration. As such, it contributes to an additional languagelearning tool for language learners. It is, therefore, the focus of this study to examine the use of the linguistic landscape as a pedagogical resource in teaching and learning English. This study examines explicitly the shop names and signage in Oman. To carry on the study, fifty (50) shop names and signage in Al Buraimi, Oman were collected and analyzed. The findings of the study reveal that the linguistic landscape does not only provide awareness about the English language, but it also enhances the learners‟ English language skills. This study supports the notion that exposing learners to the linguistic landscape provides awareness of the languages used in public signs, which indicate or give evidence of what languages are locally relevant (Kasanga, 2012). This study offers new insights on how classroom activities can be extended to the streets of the learners‟ community.

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