Glottodidactica focuses on applied linguistics with special attention paid to teaching and learning languages (glottodidactics). It means that although we publish articles on general linguistics, language pedagogy, translation, psycholinguistics, sociolinguistics, pragmalinguistics/sociopragmatics and other sub-fields, prospective authors should make sure that their texts indicate how the findings discussed by them can be applied to foreign/second language learning and teaching. In a broad sense, our mission is to facilitate academic and interdisciplinary dialogue in this sub-field of glottodidactics and to promote exchange of good practices towards the development of this research area. We admit papers written in English, German and French, as well as reviews of scientific books and conference reports in these languages. The journal does not charge any fees for article submission, review process, article publication, article download. ABOUT THE JOURNAL CURRENT ISSUE ARCHIVE INDEXED IN DOAJ, EBSCO, Scopus, ProQuest, ERIH PLUS, CEJSH, Index Copernicus International, PKP Index, Google Scholar, WorldCat, FRANCIS, PASCAL, Linguistic Bibliography, Linguistics & Language Behavior Abstracts, Modern Language Association Database (MLA), THE KEEPERS, ROAD, CROSSREF, WIKIDATA, SUDOC, SHERPA ROMEO, OPENALEX EBSCO Communication & Mass Media Complete, EBSCO Communication Source JOURNAL METRICS Ministry of Science and Higher Education (2025): 40 CiteScore (2024): 0.4 CiteScoreTracker: 0.5 (last updated on 05.08.2025) SJR (2024): 0.17 SNIP (2024): 0.35 ICV 2023: 120.71 DOI: 10.14746/gl ISSN: 0072-4769 eISSN: 2956-3658 PUBLISHED WORK ARE LICENSED UNDER A CREATIVE COMMONS: From 2016: Creative Commons Attribution-NoDerivatives 4.0 International License. DATA ARCHIVING The PRESSto platform digitally preserves the content of this journal using the PKP Preservation Network (PKP PN), which provides digital long-term preservation of data and secured access to the content of the journal. The journal "Glottodidactica" complies with the I40C standards for open citations. PUBLISHER Adam Mickiewicz University, Poznań, Poland FUNDING
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The purpose of the paper is to analyse the linguistic landscape of Armenia during the period of 2022–2023 when the country was flooded by Russian-speaking relocants. The research is based on the empirical material which was collected in the capital of the country by taking photos. Additionally, classification, descriptive and analytical methods were applied. The texts under study are analysed from the viewpoint of the vocabulary, semantics, grammar, script usage, and translation. It is shown that the most interesting cases of the linguistic landscape are multimodal texts which present a mixture and combination of different semiotic codes. The analysis shows that, depending on the addressees, Russian and English (in rare cases – also Armenian) are used in the texts. It is also shown that the relocants have introduced into Armenia a new, mostly gastronomic, and “advanced” youth culture which, in its turn, has made the linguistic landscape of the country much more diverse and interesting.
Copyright (c) 2026 Lilit G. Brutian https://creativecommons.org/licenses/by-nd/4.0
Exploring the linguistic landscapes of Transnistria
In this study, I explore several particularities of the linguistic landscapes (LLs) of Transnistria. This region is located between Ukraine and the Republic of Moldova, to which it de jure belongs. However, it operates de facto as an internationally unrecognized, yet functionally independent state entity with its own currency, army and parliament. According to the current legal situation, there are three official languages in Transnistria: Russian, Moldovan and Ukrainian. But, in practice, Russian is used almost exclusively throughout the territory. I argue that Transnistria’s LLs are not oriented towards language policy guidelines but privilege those languages that play a central role in the education system and in international communication, namely Russian, as the most frequently used language, and English as an important global foreign language.
Copyright (c) 2026 Martin Henzelmann https://creativecommons.org/licenses/by-nd/4.0
The linguistic landscape of Lublin in a diachronic aspect based on selected examples
Lublin is a city with medieval traditions, located on the route connecting roads from the east (Kyiv), north (Vilnius, Warsaw), and west (Krakow). The city has been developing since its foundation, with its golden age falling during the Renaissance. At certain periods in history, representatives of various nationalities, cultures, and religions came to Lublin and settled there, thus creating a multi-ethnic and multi-religious society. Numerous sacred and secular buildings with inscriptions in various languages are a remarkable reminder of the city’s rich linguistic landscape. The article presents the characteristics of the visual linguistic element of these buildings in the historic districts of Lublin. The research material consisted of preserved inscriptions on frescoes, church and chapel walls, tombstones, and historic signs to determine the presence of languages in the graphic design of these inscriptions. The authors carried out an inventory and photographic recording of these inscriptions and described examples of the most interesting places to visit. These monuments are fragments of the historical and cultural landscape of Lublin, and are a rich source of information about the city. This text also draws attention to the need to protect these monuments, and the possibility of highlighting them against the backdrop of multilingual Lublin, a city that remains so to this day.
Copyright (c) 2026 Olga Iakovleva, Miłosz Huber https://creativecommons.org/licenses/by-nd/4.0
Linguistic landscapes in the sociolinguistic and foreign language teaching research field in the Czech Republic
This article investigates the potential of incorporating the sociolinguistic concept of the Linguistic Landscape (LL) into foreign language teaching, with particular attention to its applicability as a valuable supplementary resource in language education. Following a definition of the LL framework and a summary of current theoretical and methodological discussions, the article presents a concise overview of the development of this expansive sociolinguistic field, with a specific focus on the status of LL research within the Czech context. The analysis then turns to the didactic implications of the LL, exploring its utility in foreign language instruction. Drawing on illustrative examples and the author’s own teaching experience, the article demonstrates practical applications of LL in the teaching of German as a Foreign Language, both in teacher education and classroom practice, within the urban environment of Brno, Czech Republic.
Copyright (c) 2026 Vera Janikova https://creativecommons.org/licenses/by-nd/4.0
“Solidarity” and “inclusion” in the linguistic landscape: The presence of the Ukrainian language in public urban spaces in Poland and its language learning implications
The aim of the article is to discuss how the linguistic landscape (LL) which emerged with the influx of Ukrainian refugees to Poland in 2022 reflects the solidarity and inclusive attitude of the Polish nation towards Ukrainian people. Furthermore, it has been suggested to consider this particular form of LL in raising language awareness, context-based language learning and language maintenance. The paper presents a two-stage quantitative-qualitative research of the LL. A diachronic approach has been applied, and the study first explores the linguistic landscape in the public space of Poznań during the first six months of war, and further analyses the changes that appeared in the LL within the following two years. The study has shown that the signs identified with the Ukrainian language express solidarity, support and understanding, as well as creating a sense of initial inclusion into the host society. “Solidarity” signs contained emotional slogans and appeals which reflected the unity of Polish society, and the shared, common objectives visible in their acting together to support Ukrainian refugees. On the other hand, the “inclusion” signs reflected the idea of including people in a group/community. This was expressed in the messages which referred to basic rights that Polish citizens are granted, such as access to healthcare, the labour market, education, as well as governmental protection. Further, “inclusion” was expressed in the signs that invited the refugees to participate in community life, for example in cultural events. The diachronic approach revealed the transience of solidarity signs, as most of them disappeared after six months, while at the same time those characterised as “inclusive” still remained in the public space of Poznań after two years of the war in Ukraine.
Copyright (c) 2026 Marta Koszko https://creativecommons.org/licenses/by-nd/4.0
Linguistic landscapes in transition: Polish students’ views on Ukrainian and Russian signage
In today’s globalised world, the presence of foreign languages and signs is not unusual. However, during periods of conflict, these linguistic features gain particular significance, including linguistic landscapes. The Russian invasion of Ukraine has substantially affected the Polish linguistic landscape, prompting an exploration of the attitudes of Polish university students to these changes. The findings indicate, first, that students have observed a noticeable increase in Cyrillic signage in their cities. Second, responses to these multilingual signs – particularly those in Ukrainian and Russian – range from strongly positive to neutral, and in some cases overtly negative. While many participants view such signage as a marker of demographic change and a symbol of solidarity with newcomers, reflecting Poland’s openness amidst geopolitical shifts, others perceive it as overshadowing Polish identity or indicating preferential treatment of Ukrainians. As a result, the presence of Ukrainian and Russian signage in Polish public spaces emerges not only as a practical tool for communication but also as a powerful symbol of evolving social values.
Copyright (c) 2026 Grzegorz Lisek https://creativecommons.org/licenses/by-nd/4.0
Language play and norm deviation in art and advertising in Old Tiflis: Occasionalism as a didactic tool
The present article employs a diachronic linguistic landscape (LL) perspective to examine Russian-language advertising in late nineteenth- and early twentieth-century Tbilisi (Old Tiflis) as evidence of lived multilingualism and historically situated language competence. The analysis encompasses historically documented verbal and visual “texts in space”, primarily preserved in Armenian literary discourse, complemented by paintings depicting urban signage. The study examines the interaction of Russian, as the imperial lingua franca, with Armenian, Georgian and other local languages within a multiethnic urban environment. Methodologically, it combines semiotic metalanguage with Bakhtin’s theory of speech genres and the triad of normusus- occasionalism to classify deviations from standard Russian and interpret their pragmatic and cultural functions. The findings demonstrate that pervasive orthographic, grammatical, syntactic and stylistic “errors” cannot be reduced to illiteracy; rather, they index language contact, interference, sociolectal variation and a carnivalesque urban ethos conceptualised as “Tiflis Esperanto” and preserved in cultural memory. The article finally contends that such norm distortions possess a considerable didactic potential. At B2 level and above, the progression from occasionalism through usage to norm serves to enhance register awareness and facilitates the acquisition of spelling, grammar, syntax and pragmatic conventions. This process is facilitated by culturally grounded cognitive disruption.
Copyright (c) 2026 Tigran Simyan https://creativecommons.org/licenses/by-nd/4.0
“Leave no trace”: The macro and microscale analysis of the linguistic landscape of the Polish-Czech border area
This article investigates the linguistic landscape of the Polish-Czech border area through the lenses of ecolinguistics and linguistic landscape studies. It explores the languages displayed in this region along with the semiotic and social contexts that surround them. Firstly, the study quantitatively examines the macroscale of the linguistic landscape in the Polish-Czech border area. The macroscale serves as a reference point for the microscale analysis. Specifically, the microscale examination focuses on a sticker board outside a tourist hostel entrance on Szczeliniec Wielki peak in Stołowe Mountains National Park, employing quantitative and qualitative methods. Both analyses reveal similar trends, i.e. a gradual shift from the monolingual paradigm. In addition, the examination of the microsigns on this sticker board in Stołowe Mountains National Park highlights the various forms of the tourists’ self-expression. The paper also suggests a few activities – inspired by the research findings and LL – that can be incorporated into the EFL classroom.
Copyright (c) 2026 Magdalena Steciąg, Urszula Majdańska-Wachowicz https://creativecommons.org/licenses/by-nd/4.0
Reflexion critique sur le choix des mots en le
This article examines the need to develop a critical awareness of word choice in foreign language contexts in response to the discursive transformations of liquid modernity. It adopts a perspective rooted in the didactics of foreign languages, enriched by an interpretative theoretical framework drawing on insights from contemporary sociological analyses. Within this broader perspective of foreign language education, the study presents an exploratory investigation conducted with 30 French philology students. Focusing on French as a Foreign Language (FLE), the analysis examines the impact of digital media on learners’ language practices and lexical sensitivity. The findings highlight an awareness of issues related to clarity and style that remains partial and largely intuitive, yet reveals significant reflective potential. The article concludes by outlining pedagogical directions aimed at fostering more conscious and critical language reflection.
Copyright (c) 2026 Marzena Blachowska-Szmigiel https://creativecommons.org/licenses/by-nd/4.0
Investigating language learning strategies through the strategy inventory
Adolescent learners of Italian as a Second Language (L2) often face multiple challenges, requiring the use of diverse Language Learning Strategies (LLSs) to support acquisition. This article presents a theoretical framework for LLSs (Rubin 1987) in Second Language Acquisition (SLA), drawing on established categorizations and recent insights from the Companion Volume (Council of Europe 2020). The research aims to investigate the LLSs that students perceive themselves as using when learning L2 Italian. Subsequently, an inventory adapted from the SILL, the Strategy Inventory for Language Learning (Oxford 1990), was administered to 157 immigrant students aged between 11 and 19 from nine secondary schools in Northeast Italy. The discussion will outline the development of this tool and evaluate its efficacy in reflecting on LLSs. The data analysis revealed that the students with a foreign background are medium strategy users (M = 3.09), predominantly employing indirect L2 learning strategies, and demonstrate a correlation between low usage of LLSs and their proficiency in Italian. Moreover, strategies are influenced by cross-cultural differences among adolescents. Thus, to enhance the effectiveness of language acquisition within this demographic, it is advisable to promote the adoption of cognitive, social, and compensatory learning strategies. This can be achieved by prioritizing goal-oriented and collaborative tasks, as well as bottom-up and inside-out language learning activities.
Copyright (c) 2026 Anna Mantovani https://creativecommons.org/licenses/by-nd/4.0
Zum Gedenken an Prof. Dr. habil. Waldemar Pfeiffer (1938–2026)
Copyright (c) 2026 Sylwia Adamczak-Krysztofowicz https://creativecommons.org/licenses/by-nd/4.0
Editorial Linguistic landscapes in Slavic studies
Copyright (c) 2026 Danuta Wiśniewska, Martin Henzelmann, Grzegorz Lisek https://creativecommons.org/licenses/by-nd/4.0