Utilisation of Linguistic Landscape for Acquiring English as a Foreign Language

This paper focuses on the role of the linguistic landscape in facilitating the acquisition of English as a Foreign Language (EFL) in Kenya’s multilingual society. It explores how different aspects of the linguistic landscape, including signs, symbols, public notices, and interactions within educational settings, support learners in engaging with and acquiring English. Linguistic Landscape Theory (LLT), which emphasises the visibility of languages in public spaces as a key factor in language learning, is employed. The paper employs a descriptive design and uses qualitative and quantitative data. The data presented is generated at three language institutes in Nairobi: the Consolata Language Centre (CLC), the Language School of Kenya (LSK), and the Kenyan Institute of Foreign Languages and Professional Studies (KIFLAPS). A purposive sampling approach was adopted to select 30 learners and 2 instructors from each institute. Data were collected through questionnaires for learners, in-depth interviews with instructors, and non-participant observation of the linguistic landscapes within the institutes. The findings reveal that the linguistic landscapes in the selected institutes were rich in visual displays, including electronic devices, printed materials, and other visual aids. These elements were strategically incorporated to support EFL acquisition by creating an engaging and visually stimulating environment. The importance of integrating real-life language usage within learning approaches and how the surrounding language environment impacts learners' language development are highlighted. It concludes that the linguistic landscape is vital in accelerating learning, enhancing information transfer, and fostering familiarity with English. It also contributes significantly to developing key language skills such as reading, speaking, and critical thinking. The paper proposes that incorporating a thoughtful linguistic landscape can create a supportive, immersive learning environment, which enhances EFL acquisition outcomes in diverse educational settings.