Linguistic landscape and gender

Reading the city as an educational tool

Authors

DOI:

https://doi.org/10.62161/sauc.v12.6194

Keywords:

Linguistic Landscape, Gender perspective, Teacher education, Educational innovation, Critical pedagogy, Urban spaces, Digital map

Abstract

This paper presents a teaching innovation project that examines how the urban linguistic landscape reflects and reproduces gender inequalities and how its study can function as a pedagogical resource. The project was structured in three phases: an initial assessment of students’ knowledge and attitudes, the implementation of a teaching proposal, and a comparative evaluation of its impact. The methods employed included pre-test and post-test questionnaires, virtual seminars for theoretical development, analysis of visual materials drawn from urban signage, and reflective reports that integrated theory and practice from a gender perspective. Analysis of 272 responses indicates that students developed increased competence in critically addressing language use and the representation of gender in public spaces. The project concludes with the creation of a collaborative digital map, offering a transferable model for integrating linguistic landscape analysis into teacher training.

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Published

2026-09-03

How to Cite

Santana Negrín, L., Arrieta Castillo, C., Pérez Asperilla, E., & González García, C. (2026). Linguistic landscape and gender: Reading the city as an educational tool. Street Art & Urban Creativity, 12(5), 139–159. https://doi.org/10.62161/sauc.v12.6194

Issue

Vol. 12 No. 5 (2026)

Section

Research articles

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