The Classroom Linguistic Landscape (CLL): examining English linguistic imperialism and [de]colonisation

Abdul Awal

doi:10.30827/portalin.viXII.33181

Authors

Abdul Awal University of Lodz, Poland

DOI:

https://doi.org/10.30827/portalin.viXII.33181

Keywords:

Classroom linguistic landscape, Decolonisation, English linguistic imperialism, General secondary education, Multilingualism, Qawmi-Madrasa education

Abstract

This study examines classroom linguistic landscapes (CLL), the dynamics of linguistic imperialism, and (de) colonisation in educational spaces, and how it is reflected in (post)colonial linguistic ideologies. The reflexive ethnographic approach was conducted using visual ethnography (Barrantes, 2019; Pink, 2007) and linguistic landscaping method (Haji-Othman, 2020; Lyons, 2017; Pienimäki et al., 2023). The data were collected through photographic documentation of classroom materials, signage, artifacts, and many others. The analysis showed a significant discrepancy between Bengali Medium (BM) and Qawmi Madrasa Education (ME) in Bangladesh, where BM reinforces the dominance of English signage as a linguistic and cultural tool. By contrast, ME has a more balanced multilingual representation within CLL, including English, Bengali, Arabic, Urdu, and Farsi, thereby resisting English hegemony and actively promoting a more equitable multilingual environment.

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Author Biography

Abdul Awal, University of Lodz, Poland

Abdul Awal is working on his Ph.D. thesis at Doctoral School of Humanities, University of Lodz, Poland. He also studies with Applied Multilingual and Multicultural Studies program at Faculty of Applied Linguistics, the University of Warsaw, Poland. His research interests include linguistic human rights, language policy and planning, linguistic justice, language and law, diversity management, and indigenous and minority language.

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