<h3>How the linguistic landscape acts as a pedagogical tool at a new interdisciplinary university</h3>
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Welcome to the fascinating world of linguistic landscapes!
We analyzed the linguistic landscape of a new university for the first time to demonstrate how semiotic signage serves as a pedagogical tool, reflecting the university’s interdisciplinary nature.
Have you ever stopped to consider [[the messages conveyed by signs in public spaces like universities?|Hook]] These seemingly mundane elements can act as powerful pedagogical tools, shaping our understanding of a place and its values.
Our research delves into this very idea by [[examining the linguistic landscape of a new interdisciplinary university in China.|Intro and Context]] Using ArcGIS, we mapped and analyzed the various types of signs found throughout the campus, from the central areas to the residential zones and even the affiliated kindergarten. [[Our findings reveal how the university's interdisciplinary nature is subtly reflected in its signage, highlighting the unspoken educational and social dimensions of this unique institution.|Indicator System for School Signage]]
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<p>[[The map of linguistic landscapes by category in HKUST(GZ) |Map]]</p>
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Dr. X, the lead researcher at the Hong Kong University of Science and Technology (Guangzhou), emphasizes the novelty of this study, stating, [["It is the first attempt ever made on the university's linguistic landscape...It is possible to knock out how linguistic landscape reflect and influence a university's identity."|Lead Quote]] The research team meticulously [[documented and coded the signs, developing a comprehensive three-tiered system to categorize them.|What did they do?]] This analysis revealed [[distinct patterns in the types of signs found in different areas, suggesting a deliberate effort to create specific learning environments.|What did they find?]]
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<p>The signage categories of central hub, kindergarten and residential area</p>
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<p>The signage functions of central hub, kindergarten and residential area</p>
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The team's future research aims to [[explore the impact of other "schoolscape channels" on student learning and identity formation.|Where will this study lead?]] By understanding how these elements shape our perceptions, we can leverage their power to create more engaging and effective learning environments. Recent studies on linguistic landscapes in educational spaces have utilized both "schoolscape" and "linguistic landscape" concepts. "Schoolscape" refers to the visual and spatial organization of educational spaces, emphasizing inscriptions, images, and the arrangement of furniture. This research focuses on the linguistic landscape of the first interdisciplinary university in China, located in the Greater Bay Area, which connects Hong Kong, Macau, and nine neighboring cities. Despite not having a formal motto yet, this university has garnered significant attention due to its interdisciplinary approach. However, how its linguistic landscape reflects its interdisciplinary nature has not been previously investigated. Our study aims to fill this gap by analyzing the semiotic signage within the university, illustrating how it functions as a pedagogical tool and embodies the institution's unique character.Recent studies on linguistic landscapes in educational spaces have utilized both "schoolscape" and "linguistic landscape" concepts. "Schoolscape" refers to the visual and spatial organization of educational spaces, emphasizing inscriptions, images, and the arrangement of furniture. This research focuses on the linguistic landscape of the first interdisciplinary university in China, located in the Greater Bay Area, which connects Hong Kong, Macau, and nine neighboring cities. Despite not having a formal motto yet, this university has garnered significant attention due to its interdisciplinary approach. However, how its linguistic landscape reflects its interdisciplinary nature has not been previously investigated. Our study aims to fill this gap by analyzing the semiotic signage within the university, illustrating how it functions as a pedagogical tool and embodies the institution's unique character.In a new study on linguistic landscape, a researcher and an administrator collaborated to record and analyze various types of linguistic signage in the main functional areas of a university and its affiliated kindergarten. Our work provides a detailed explanation of how the university’s interdisciplinary nature is reflected through its unspoken educational and social dimensions, illustrating the powerful role of semiotic elements in shaping and communicating the institution's unique identity and values.This research is based on our previous study on "<a href="https://www.ijssh.net/article/1610" target="_blank">Self-Organized Maker Education</a>" at HKUST(GZ).Dr. X, a language instructor, initially observed the variety of signage in the central areas, residential zones, and affiliated kindergarten of the university. Intrigued by their potential educational implications, she documented these signs, capturing photographs and recording their geographical locations. She then extracted the text and manually coded the content, expanding upon existing research classifications into a comprehensive [[three-tiered coding system]]. [[Using ArcGIS for visualization |Map]], Dr. X found distinct patterns: in the university's [[central hub]], the majority of signs were categorized as informative and symbolic. In the [[residential areas]], informative signs predominated, while in the [[kindergarten]], symbolic signs were most prevalent. Secondary units, such as various hubs and in the maker space, also exhibited a higher frequency of symbolic signage.
Realizing the depth of these findings, Dr. X collaborated with Ms. Cai, the head of the affiliated kindergarten, to explore further. They decided to determine whether these signs impacted students differently based on their educational context. They used both qualitative and quantitative methods to assess the signs' effectiveness and relevance. They conducted focus groups with students and teachers, discussing the perceived impact of different types of signage.
Through their research, they found that while students in the university's central areas and residential zones responded similarly to informative signs, the kindergarten students showed a stronger response to symbolic signage. This insight led them to hypothesize that the visual and spatial organization of signs could significantly influence educational outcomes.
To test this hypothesis further, they conducted a longitudinal study, altering the signage in various areas and observing changes in student behavior and engagement over time. Their findings revealed that the strategic placement and design of signs could enhance learning experiences, confirming the pedagogical value of well-crafted signage in educational settings.
This collaboration between Dr. Smith and Dr. Johnson not only highlighted the nuanced role of signage in different educational contexts but also provided a roadmap for leveraging visual and spatial elements to improve educational outcomes.“The next step now is to start looking at how other schoolscape channels trigger educational function or implicit menifestation of the university’s identity,” said Dr. X. “We can start to collect more of these other schooscape channels and see how they play the educational role to students of different age groups.” Dr. Xing’s team is currently working to knock out an eye-tracking method on how different signage affect students’ identity recognition with the university, and with a longitudinal study, observing changes in student behavior and engagement over time. Using ArcGIS for visualization analysis, we discovered distinct patterns in the types of signage across different areas, revealling a fascinating interplay between function and location ([[Explore in the map! |Map]]).
In the bustling [[central hub]], the majority of signage was categorized as informative and symbolic, guiding visitors with clear directions and announcements.
In the [[residential areas]], informative signage predominated, where signage primarily serves to orient residents and maintain order.
However, venturing into the [[kindergarten]] unveils a different landscape dominated by symbols. These playful visuals engage young minds, fostering a sense of wonder and belonging.
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<p>The signage categories of central hub, kindergarten and residential area</p>
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<p>The signage functions of central hub, kindergarten and residential area</p>
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Interestingly, this symbolic language resurfaces in secondary units such as departments and administrative offices (e.g., maker space), perhaps reflecting the unique identities and aspirations within these spaces.
These findings underscore the varied functions and roles that signage plays in different parts of the university, reflecting its interdisciplinary nature through diverse semiotic elements.<h2>The percentage of different sub-functions in central hub</h2>
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<h2>The percentage of different sub-functions in kindergarten</h2>
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<p>Click a point you like and examine the linguistic landscape it has!</p>
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<p>Linguistic landscapes of signages by category</p>
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<p>Linguistic landscapes of signages by function</p>
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<p>The location distribution of signages</p>
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<p>The functions of symbolic signages</p>
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<p>The functions of informative ＆ symbolic signages</p>
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<p>The functions of informative signages</p>
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<h2>The percentage of different sub-functions in residential areas</h2>
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<h2>Table 1: The Signage Coding System for Central Hub & Residential Areas</h2>
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<th>Category</th>
<th>Functions</th>
<th>Sub-functions</th>
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<td rowspan="9">Informative</td>
<td rowspan="3">Instructional content and language</td>
<td>Co-creation of signage by students and faculty</td>
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<td>Integration of signage within the curriculum framework</td>
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<td>Showcase of student artwork through signage</td>
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<td rowspan="3">Classroom pedagogy</td>
<td>Signage outlining behavioral expectations</td>
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<td>Student involvement in the establishment of regulations</td>
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<td>Student-driven design of classroom management signage</td>
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<td rowspan="3">School administration</td>
<td>Collaborative student and faculty engagement in signage design and evaluation</td>
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<td>Signage serving as a navigational aid for visitors</td>
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<td>Optimization of spatial utilization within the school building through strategic signage</td>
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<td rowspan="9">Symbolic</td>
<td rowspan="3">Educational philosophy</td>
<td>Signage reflecting the core values of the school</td>
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<td>Promotion of multiculturalism and inclusivity through signage</td>
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<td>Slogans fostering ethical conduct and accountability</td>
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<td rowspan="3">Cultivating intercultural understanding</td>
<td>Integration of multilingual and multicultural elements within signage</td>
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<td>Signage reflecting the diverse cultural backgrounds of the student body</td>
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<td>Signage promoting cultural understanding and respect</td>
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<td rowspan="3">Promoting fluency in both English and Mandarin Chinese</td>
<td>Signage emphasizing the significance of both English and Mandarin as common languages</td>
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<td>Signage reflecting language promotion endeavors</td>
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<td>Slogans encouraging the use of both English and Mandarin</td>
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<td rowspan="9">Informative & Symbolic</td>
<td rowspan="3">Disseminating information regarding collective endeavors</td>
<td>Signage promoting school and community events</td>
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<td>Student-designed posters for events and activities</td>
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<td>Banners fostering community engagement</td>
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<td rowspan="3">Providing mercantile information</td>
<td>Educational commercials</td>
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<td>Commercial posters crafted by students</td>
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<td>Commercial displays at school events showcasing student work</td>
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<td rowspan="3">Aesthetics</td>
<td>Exhibition of student artwork</td>
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<td>Decorative elements reflecting the school's cultural identity</td>
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<td>Aesthetics that blend environmental beautification with educational purpose</td>
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<h2>Table 2: The Signage Coding System for Kindergarten</h2>
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<th>Category</th>
<th>Functions</th>
<th>Sub-functions</th>
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<td rowspan="5">Informative</td>
<td rowspan="2">Instructional content and language</td>
<td>Community Education Signage: Educational resources and philosophies</td>
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<td>Instructional Content Display: Signage illustrating educational approaches</td>
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<td rowspan="2">Classroom pedagogy</td>
<td>Behavioral Expectations: Cultural norms aligned with the community</td>
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<td>Rule Implementation: Classroom behavior guidelines, cohesiveness</td>
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<td>School administration</td>
<td>Guidance Signage: Facilitating ease of navigation for young learners and visitors<br>
Space Optimization: Signage for spatial organization </td>
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<td rowspan="5">Symbolic</td>
<td rowspan="2">Educational philosophy</td>
<td>Community Core Values: Essential signage defining ethos</td>
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<td>Cultural Inclusivity Signage: Celebrating multiculturalism and inclusivity through visual representation </td>
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<td rowspan="2">Cultivating intercultural understanding</td>
<td>Multilingual Community: Linguistic diversity represented through signage </td>
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<td>Cultural Event Signage: Fostering cultural understanding</td>
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<td>Promoting fluency in both English and Mandarin Chinese</td>
<td>Language Learning Resources: Resources for language acquisition<br>
Communication Event Signage: Promoting language practice</td>
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<td rowspan="5">Informative & Symbolic</td>
<td rowspan="2">Disseminating information regarding collective endeavors</td>
<td>Event Promotion: Bulletin boards, outreach efforts</td>
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<td>Young Learner Engagement in Design: Encouraging active participation </td>
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<td rowspan="2">Providing mercantile information</td>
<td>Business Advertising: Promoting commerce through visual communication</td>
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<td>Commercial Activity Signage: Bazaars and exhibitions</td>
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<td>Aesthetics</td>
<td>Art Display: Showcasing a variety of artistic expressions by young learners<br>
Cultural Display: Representations of historical and cultural identity </td>
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</table>
<table>
<caption>Indicator System for School Signage</caption>
<thead>
<tr>
<th>First-Level Indicator System (School Level)</th>
<th>Second-Level Indicator System (Red Bird Master and Hub)</th>
<th>Second-Level Indicator System (Kindergarten Showcase)</th>
</tr>
</thead>
<tbody>
<tr>
<td><strong>Instructional Content and Language (Informative)</strong></td>
<td>Student and teacher collaboratively evaluate and provide feedback on student work; a designated area showcases the design and creation process of classroom materials and student work.</td>
<td><strong>Community Educational Environment:</strong> Richness and diversity of educational resources; cultural activities (organization, participation, and variety); designated language learning zones.</td>
</tr>
<tr>
<td><strong>Classroom Management (Informative)</strong></td>
<td>Visual aids for behavior management; student involvement in rule-making; student-designed classroom management signage.</td>
<td><strong>Behavior Norms:</strong> Collaboration with the community, integration of cultural norms, standardized signage; teacher behavior guidelines and their pervasiveness.</td>
</tr>
<tr>
<td><strong>School Administration (Informative)</strong></td>
<td>Student participation in the design and approval processes; diversification of signage content and design; school construction.</td>
<td><strong>Campus Layout:</strong> Enhancing children's understanding of their environment; Administrative area design reflecting diverse cultural influences.</td>
</tr>
<tr>
<td><strong>Educational Values (Symbolic)</strong></td>
<td>Signage reflecting the school's core values; symbols embodying cultural and cognitive diversity.</td>
<td><strong>Embodiment of School's Core Values:</strong> Cultural symbolism; fostering a shared sense of value in communal spaces.</td>
</tr>
<tr>
<td><strong>Cultivating a Sense of Diversity (Symbolic)</strong></td>
<td>Multilingual and multicultural signage; symbols reflecting diverse cultural interpretations and understandings.</td>
<td><strong>Multilingual Community:</strong> Showcasing linguistic diversity; cultural symbols and their interpretations.</td>
</tr>
<tr>
<td><strong>Promoting English and Chinese Communication (Symbolic)</strong></td>
<td>Bilingual signage (English and Chinese); symbols highlighting the importance of language learning; fostering communication in English and Chinese.</td>
<td><strong>Language Learning Zones:</strong> Facilitating language acquisition; design and utilization of signage; encouraging language exchange.</td>
</tr>
<tr>
<td><strong>Publicising Collective Activities (Informative & Symbolic)</strong></td>
<td>Signage promoting school and community events; displays showcasing collective participation in activities.</td>
<td><strong>Event Signage:</strong> Bulletin boards; impact and outreach; encouraging children's participation in the design process; promoting a sense of involvement.</td>
</tr>
<tr>
<td><strong>Providing Career Information (Informative & Symbolic)</strong></td>
<td>Signage offering insights into various professions and career paths; representations embodying the school’s approach to career development.</td>
<td><strong>Career Design:</strong> Cultivating awareness of various professions; signage promoting career development.</td>
</tr>
<tr>
<td><strong>Aesthetics (Informative & Symbolic)</strong></td>
<td>Decorative and informative signage that reflects the school’s culture; harmonizing aesthetics with educational design elements.</td>
<td><strong>Campus Beautification:</strong> Kindergarten decoration encompassing both the school and home environments; cultural displays; showcasing historical and cultural identity.</td>
</tr>
</tbody>
</table>