This study leads to an understanding of the use of Linguistic Schoolscape as an English learning resource in English as a Foreign Language (EFL) classes from the perceptions of teachers and students in a multilingual school environment. The educational institution, as a platform that facilitates multiple languages, becomes an important context for the application of Linguistic Schoolscape. The introduction of this concept is expected to not only create a complex linguistic environment in the EFL classroom but also strengthen the school's identity as a multilingual institution. By focusing on teachers' and students' views towards the use of Linguistic Schoolscape, this study seeks to illustrate the extent to which this concept contributes to enriching the English language learning experience in a multilingual educational environment.
This study is qualitative research with a case study design, conducted in a multilingual school in East Java. The participants in this study consisted of junior high school teachers and students. The study used semi-structured interviews to collect teachers' and students' perceptions regarding the use of Linguistic Schoolscape as an English language learning resource in EFL classes. The data collected was then analyzed using the analytical techniques proposed by Yin.
The use of Linguistic Schoolscape in the school environment creates a complex and multilingual linguistic environment, with the dominance of Bahasa Indonesia among the monolingual population reflecting the influence of school policies. The integration of Chinese and English demonstrates the school's commitment to supporting broader language skills. In the physical dimension, the Linguistic Schoolscape provides a striking visual representation, cementing the school's identity as a multilingual institution. The use of English as a learning tool establishes a dynamic school identity, supporting diversity and enriching students' learning experiences. From the teachers' perspective, the Linguistic Schoolscape provides significant opportunities to enrich the language learning experience, while from the student's perspective, it enhances confidence and ownership of language skills, supporting the school's identity as an inclusive multilingual institution.
