English Teachers’ Perspectives on the Linguistic Landscape: Implications for Sustainable Language Planning and Policy Making

Roniel Sanchez Fortuna

doi:10.55927/fjsr.v4i3.125

Authors

Roniel Sanchez Fortuna Center for Language Education, Asia Pacific University

DOI:

https://doi.org/10.55927/fjsr.v4i3.125

Keywords:

Linguistic Landscape (LL), English Teachers’ Perspective, English Language Teaching (ELT), Language Planning, Policy Making

Abstract

This study explores how English teachers in Japan perceive the linguistic landscape (LL) and its role in language learning. Utilizing questionnaires and interviews, it examined their experiences and observations. The findings revealed three key themes. Theme 1: The LL is generally monolingual but reflects other languages, Theme 2: The LL contains linguistic errors, and Theme 3: The LL is pedagogically beneficial. The participants shared insights that raise some meaningful points for both English education and language policy. The study recommends that using real-world language from public spaces in English lessons could make learning more engaging. It also highlights the need for more accurate multilingual signage to improve accessibility and support language education in Japan

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