Linguistic landscapes in language and teacher education multilingual teaching and learning inside and beyond the classroom

In this review of Sílvia Melo-Pfeifer's edited book 'Linguistic Landscapes in Language and Teacher Education Multilingual Teaching and Learning Inside and Beyond the Classroom' published in 2023, I examine how the volume advances the concept of Linguistic Landscape (LL) as a pedagogical and research tool, both as a method and a 'theorethical' (Melo-Pfeifer and Chick Citation2020) framework, for achieving aims related to research on 'societal and individual multilingualism in education settings and beyond' (Lourenço and Melo-Pfeifer Citation2023: 321). By 'theorethical' in this volume, Lourenço and Melo-Pfeifer (Citation2023) mean the theoretical and ethical underpinnings of the interconnectedness of translanguaging and LL in language and teacher education research to develop a more comprehensive view. In this book, the authors employ a 'transversal' (Lourenço and Melo-Pfeifer Citation2023: 321) perspective on LL to move toward a reinvention of multilingual, multimodal and multisensorial pedagogies. Not only does this volume contribute to the extension of the large body of research on the juncture of LL, translanguaging, and multiliteracies, but also offers innovative and insightful implications that can benefit researchers and practitioners in bi-/multilingual language classrooms. I start this review by describing the aims of the volume, followed by a brief discussion of its overall structure and the main content of each chapter, ending with my engagement with the book.