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<p>This paper (re)imagines Melbourne, Australia as the <i>linguistic landscape</i> (LL), setting the background for examining everyday multilingualism in a schooling context characterised by superdiversity to advance the concept of <i>languaging the schoolscape</i>. LL is mobilised and extended in this study to examine multilingual students’ perspectives about home languages. The paper draws from a qualitative case study of a primary classroom in Melbourne that investigated how cultures and languages are experienced and engaged with in schooling among multilingual students. The article reveals that everyday multilingual practices of students are dynamically employed contributing to the successful navigation of families in the host country. Furthermore, linguistic landscapes shape, and are being shaped by, students’ imagined communities and their aspirations of belonging and social connectedness. Meanwhile, Bourdieusian lens of ‘practice’ illuminates the constraints entrenched in prevailing monolingual educational policy and practices. The paper argues for the generative potential of the LL concept in researching superdiverse schooling contexts as well as for deliberating the pedagogical merits of languaging the schoolscape.</p>

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Languaging the schoolscape: multilingualism in Melbourne’s superdiversity

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  • 发表日期：

    2025年7月11日

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  • Bonita S. Cabiles

摘要

This paper (re)imagines Melbourne, Australia as the linguistic landscape (LL), setting the background for examining everyday multilingualism in a schooling context characterised by superdiversity to advance the concept of languaging the schoolscape. LL is mobilised and extended in this study to examine multilingual students’ perspectives about home languages. The paper draws from a qualitative case study of a primary classroom in Melbourne that investigated how cultures and languages are experienced and engaged with in schooling among multilingual students. The article reveals that everyday multilingual practices of students are dynamically employed contributing to the successful navigation of families in the host country. Furthermore, linguistic landscapes shape, and are being shaped by, students’ imagined communities and their aspirations of belonging and social connectedness. Meanwhile, Bourdieusian lens of ‘practice’ illuminates the constraints entrenched in prevailing monolingual educational policy and practices. The paper argues for the generative potential of the LL concept in researching superdiverse schooling contexts as well as for deliberating the pedagogical merits of languaging the schoolscape.