Edina Krompák is Head of Research and Development at Schaffhausen University of Teacher Education, Switzerland. Her research interests include linguistic landscapes in educational contexts, multilingual language use and identity, translanguaging and multilingual play in early childhood.Víctor Fernández-Mallat is Assistant Professor of Spanish Linguistics at Georgetown University, USA. His research interests include sociolinguistics, language attitudes, address forms, Spanish in the US and linguistic landscapes.Stephan Meyer is Deputy Director of the Language Centre at the University of Basel, Switzerland. His interests include scholarly discourse, multilingualism and social theory.

• AcknowledgementContributorsChapter 1. Edina Krompák, Víctor Fernández-Mallat and Stephan Meyer: The Symbolic Value of Educationscapes – Expanding the Intersections between Linguistic Landscape and EducationPart I: Assessing the Linguistic and Semiotic Landscapes of Educational Spaces Chapter 2. Sabine Lehner: Linguistic Landscapes and Constructions of Space in a Learning Club for Young Refugees in ViennaChapter 3. Leona Harris, Una Cunningham, Jeanette King and Dyanna Stirling: Landscape Design for Language Revitalisation: Linguistic Landscape In and Beyond a Māori Immersion Early Childhood CentreChapter 4. Carla Bagna and Martina Bellinzona: Italian Linguistic Schoolscape: Neo-plurilingualism in an Age of MigrationChapter 5. Corey Huang Fanglei: Displaying Care: The Neoliberal Semiotic Landscape of Psychological Health Services Posters on a University Campus in Hong KongChapter 6. Boglárka Straszer and David Kroik: Promoting Indigenous Language Rights in Saami Educational Spaces: Findings from a Preschool in Southern SaepmieChapter 7. Edina Krompák: Blackboard – A Space within a Space. Visible Linguistic and Social Practices in Swiss Primary ClassroomsPart II: Linguistic Landscape as a Pedagogical ResourceChapter 8. Mieke Vandenbroucke: Institutional Educationscapes for New Speakers in Flanders: Language Learning Campaigns and Linguistic IntegrationChapter 9. Kirk P.H. Sullivan, Christian Waldmann and Maria Wiklund: Using Participatory Linguistic Landscapes as Pedagogy for Democracy: A Didactic Study in a Primary School ClassroomChapter 10. July De Wilde, Johannes Verhoene, Jo Tondeur and Ellen Van Praet: ‘Go in Practice’: Linguistic Landscape and Outdoor LearningChapter 11. Solvita Burr: Linguistic Landscape Signs in First-Language Learning Materials: From Passively Illustrative Function to Meaningful Learning ExperiencesChapter 12. Yu Li: Cultural Authenticity in the Linguistic Landscape: Developing Additional-Language Learners’ Critical Intercultural UnderstandingChapter 13. Durk Gorter and Jasone Cenoz: Linguistic Landscapes in Educational Contexts: An AfterwordIndex

This volume helps expand our understanding of the way language learning is always geosemiotically structured – sometimes hindering or closing off access, other times opening up powerful new opportunities. I applaud the editors for bringing together such a distinctive, diverse array of case studies.