Using Linguistic Landscapes as Pedagogical Resources: A Study of Multicultural Society Perspective in Mae Sot, Thailand

Abstract

This study explores the linguistic landscape (LL) in Mae Sot District to discuss how the languages, forms, and functions of public signage reflect social dynamics while offering ways ahead for pedagogical practice. Methodologically, using a mixed-methods approach, data were collected from 528 public signs in the Nai Muang Subdistrict in April 2025 across four categories: shop signs, advertising and promotional signs, institutional and government signs, and directional signs. The analysis quantitatively revealed language distribution tendencies. Qualitative analysis applied the LL frame and the concepts of linguistic diversity and multicultural society. The findings show that Thai is predominant in the signs of institutions and governments, indicating state power and national identity. Nonetheless, commercial signage shows a prevalence of both Burmese and English, as one is aware of the traces left by migrants, cross-border trades, and engagement in the global economy. This study examines bilingual and multilingual signs in the borderland area, especially Thai–Burmese and Thai–English ones, both as communicative tools (a means of hindering or promoting social diffusion) and as symbolic resources that mediate power, identity, and inclusivity. In conclusion, public signage in Mae Sot does more than provide information; it offers a meaningful window into the coexistence and interaction of languages in a diverse society. Pedagogically, these insights suggest that LL can be brought into the classroom as authentic learning resources, helping learners connect language with real-world use, develop intercultural understanding, and engage more critically with multilingual environments in the classroom. More importantly, LL-informed tasks such as analysing or making multilingual signs may be applied in English for Specific Purposes (ESP) and Thai for Specific purposes (TSP). Future research should examine other border areas, adopt multimodal and ethnographic perspectives, and explore how linguistic landscapes can be effectively integrated into classroom practice.