In this contribution, the Erasmus Plus project LoCALL (Local Linguistic Landscapes for Global Language Education in the School Context, from 2019 to 2022) will be presented and the main activities and preliminary results will be shared with the audience. This project aims at bridging indoor and outdoor school activities leading to language learning, plurilingual education and enhanced language awareness. More precisely, it aims at bringing urban linguistic landscapes, as signs of plurilingual material culture (Aronin, Hornsby & G. Kiliańska-Przybyło, 2018), into the classroom as pedagogical tools to observe, discuss and act upon linguistic diversity.
Based on evidence collected in five countries engaged in the project (France, Germany, The Netherlands, Portugal, and Spain), we will present pedagogic strategies based on the discussion of linguistic landscapes in the mainstream classroom and discuss how the use of linguistic landscapes can foster pupils’ awareness of social linguistic equity and inequity. Data include transcriptions of classroom interaction during project implementation and assessment, pupils’ written answers to classroom activities, and interviews with participating teachers. Through the presentation of purposely chosen activities and their classroom outcomes in terms of language awareness enhancement, both from pupils and teachers’ perspectives, we will analyse the potential of using linguistic landscapes to enhance language awareness, globally, and its social and affective dimensions, more specifically.