The Role of Linguistic Landscapes for Acquiring English as a Foreign Language

Abstract

This paper explored the role of the linguistic landscape (LL) in supporting the acquisition of English as a Foreign Language (EFL) within Kenya’s multilingual context. LL refers to the visible display of language in public spaces, including signs, advertisements, posters, symbols, and notices. Language acquisition is defined as the process through which learners gained the ability to comprehend and communicate in a new language. Multilingual context refers to a setting or environment in which multiple languages are used or coexist within a particular community, institution, or society. Language proficiency is understood as the ability to use a language effectively and accurately for communication. The paper employed Krashen's Input Hypothesis, which emphasised the importance of comprehensible input for successful language learning, to analyse how the LL impacted EFL acquisition. A concurrent data analysis approach was adopted: quantitative data were collected through questionnaire and analysed using SPSS Version 20; qualitative data were gathered through interview and non-participant observations, followed by inductive coding and thematic interpretation. The study was conducted in three purposively selected language institutes in Nairobi—Consolata Language Centre (CLC), the Language School of Kenya (LSK), and the Kenyan Institute of Foreign Languages and Professional Studies (KIFLAPS)—involving 30 learners and two instructors from each. Findings revealed that the LL in these institutes were rich in visual stimuli, such as electronic devices, printed materials, and visual aids, which created an engaging and supportive learning environment. The paper concluded that well-designed LL enhanced EFL acquisition by supporting vocabulary development, reading, and speaking skills, and by embedding language learning in real-life contexts.