Linguistic visibility and multilingual representation in a UAE schoolscape

This study examines how linguistic visibility in an international school in Dubai aligns with students’ multilingual repertoires. Using a mixed-methods case study design informed by the Multilingual Inequalities in Public Spaces framework, we analyzed a multimodal dataset comprising 1,797 classroom signs, institutional and government policy documents, an interview with a senior staff member, field notes from a guided tour, and student language survey data. Quantitative analysis of signage was complemented by qualitative insights from the tourist-guide technique, offering an insider perspective on school language practices and policies. Findings indicate a strong dominance of English in the schoolscape, while Arabic and other languages have limited visibility and are largely confined to language-specific classrooms. Most signs were teacher-produced for instructional or management purposes, with limited student agency in shaping the visual environment. Despite articulated multilingual expectations, the absence of an explicit signage policy creates misalignment between macro-level intentions and classroom practice. As the first empirical investigation of a United Arab Emirates schoolscape, it contributes to global research on linguistic inequality, language policy, and the symbolic inclusion of multilingual identities in educational settings.