Islamic boarding schools in Indonesia are the places where different languages, i.e., Arabic, English, Indonesian, and Indigenous languages, are used and contested. This study explored the linguistic schoolscapes (LS) contained in boarding schools, the representation of language ideology in the LS, and the opinions of students and teachers regarding LS in the context of English language teaching and learning at Islamic boarding schools. This study used the descriptive qualitative method and the theoretical framework of triad dimensions by Trumper-Hecht (2010). The data was obtained from pictures of signs and interviews with students and English teachers in the boarding school. The researcher checked the data from the Zoom video and recorded it and did a member check to ensure trustworthiness. To analyze the data, the researcher used the data analysis in qualitative research by Creswell (2009). This present study revealed that four languages were found with the percentage from the most dominant to the lowest percentage: Indonesian, English, Arabic, and Javanese. The language ideology that was dominantly represented was the ideology of nationalism, followed by the ideology of globalization, religion, and ethnicity. According to students, the LS could be a pedagogical tool for learning English. LS helped to improve students' English knowledge and skills in acquiring new vocabulary. Furthermore, according to teachers, LS could be used as a resource for teaching English. LS helped to support teachers' teaching materials, especially vocabulary and grammar materials, and for bridging or as examples of real objects in the boarding school. It implies the need to add more LS at schools and integrate it into ELT classrooms.
