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The purpose of this article will be to review how the theory of translanguaging can be used to explore the linguistic landscapes of biand multilingual schools. Such an approach requires researchers to view space and language holistically since translanguaging practices occur not only within an individual but also within a particular space. As a result, a school’s linguistic landscape (schoolscape) can be viewed as a representation of the students’ language repertoire. Qualitative data will be presented from three different secondary school contexts in Manitoba, Canada; French immersion single-track, French immersion dual-track and French-language schools. This data will illustrate how translanguaging offers a new way to approach the analysis of schoolscapes in biand multilingual contexts.

Translanguaging and Linguistic Landscapes: A Study of Manitoban Schoolscapes