Ideologías lingüísticas en el paisaje lingüístico: Actividades pedagógicas para introducir el activismo lingüístico en el aula de idiomas
Linguistic ideologies in the linguistic landscape: pedagogical activities to in-troduce linguistic activism in the language classroom

Summary/Abstract: This article explores linguistic ideologies in linguistic landscapes in Hamburg and their potential as a pedagogical tool to introduce language activism in the classroom. Linguistic landscapes, defined as the visibility and presence of languages in public spaces, reflect and reproduce societal ideologies on multilingualism. By engaging students with these elements, critical awareness of language policies, linguistic diversity, and sociolinguistic hierarchies can be fostered. The study presents two examples of pedagogical proposals with pictures of different neighborhoods in Hamburg, designed to integrate linguistic landscape analysis into language education. These proposals focus on promoting students’ engagement and their critical and even confrontational positioning, encouraging them to critically analyze the social and political dimensions of language use. Through the proposed activities and discussions on language ideologies, students can develop a deeper understanding of language as a social practice. Findings suggest that incorporating linguistic landscape analysis into language education not only enhances students’ sociolinguistic awareness but also fosters an inclusive and reflective learning environment. Furthermore, it equips students with tools to develop a predisposition for language activism, advocating for linguistic rights and diversity in their communities. This article contributes to the ongoing discourse on language education by providing practical strategies that link theoretical discussions on linguistic ideologies with classroom practice, ultimately promoting critical, participatory, and socially engaged language learning.

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