Material Change : The Case of Co-located Schools

This is a sel -a chi ed e sion o an o iginal a icle. This e sion may di e om he o iginal in pagina ion and ypog aphic de ails. Au ho (s): Ti le: Yea : Ve sion: Copy igh : Righ s: Righ s u l: Please ci e he o iginal e sion: CC BY 4.0 h ps://c ea i ecommons.o g/licenses/by/4.0/ Ma e ial Change : The Case o Co-loca ed Schools © The Au ho (s) 2023 Published e sion Laihonen, Pe e i; Szabó, Tamás Pé e Laihonen, P., & Szabó, T. P. (2023). Ma e ial Change : The Case o Co-loca ed Schools. In J. Ennse -Kananen, & T. Saa inen (Eds.), New Ma e ialis Explo a ions in o Language Educa ion (pp. 93-110). Sp inge In e na ional Publishing. h ps://doi.o g/10.1007/978-3-031-13847-8_6 2023 93 Chap e 6 Ma e ial Change: TheCase o Co-loca ed Schools Pe e iLaihonen andTamásPé e Szabó Abs ac In his chap e , ou con ex is a co-loca ed Swedish and Finnish medium high school campus. F om a pos humanis iewpoin , we s udy he oles and unc- ions o language(s) in he semio ic assemblages o lea ning en i onmen s and ask how language(s) ea u e as an in eg al and ma e ial pa o he change in he spa ial epe oi e o lea ning en i onmen s. We in es iga e how he p inciple o sepa a ion o schools by medium o ins uc ion, ypical o Finnish educa ion, becomes unde - mined h ough a new mul ilingual soundscape in he co-loca ed schools, whe e he school communi y hea s and uses many languages e e y day. In doing his, he co- loca ed schools no only challenge Finnish language ideologies and p ac ices, bu may also p omo e language lea ning in a mo e e ec i e manne han s uc u ed, cu iculum based ‘planned’ o ms o mul ilingual educa ion. In he long un, he placing o Finnish and Swedish language schools in one loca ion has led o each- e s’ ecogni ion o he new assemblage as a esou ce o pedagogical change. Keywo ds Co-loca ed schools · Educa ional change · Lea ning en i onmen · Pos humanism · Schoolscape · Semio ic assemblage In oduc ion In an a icle o Helsingin Sanoma (HS), a majo Finnish newspape , he jou - nalis Jussi Kon inen asks who decided o design Finnish schools as open spaces and why. He concludes ha new pedagogical no ms o e.g. collabo a i e, s uden - cen ed lea ning call o wo k in lexible g oups o pupils and eache s. P. Laihonen (*) Cen e o Applied Language S udies, Uni e si y o Jy äskylä, Jy äskylä, Finland e-mail: [email p o ec ed] T. P. Szabó Depa men o Teache Educa ion, Uni e si y o Jy äskylä, Jy äskylä, Finland e-mail: [email p o ec ed] © The Au ho (s) 2023 J. Ennse -Kananen, T. Saa inen (eds.), New Ma e ialis Explo a ions in o Language Educa ion, h ps://doi.o g/10.1007/978-3-031-13847-8_6 94 Fu he , he newspape a icle a gues ha he old school buildings wi h pe ma- nen class oom walls do no enable such lea ning, because hey a e designed o s a ic, se size g oups and eache - on ed eaching a angemen s (Kon inen, 2020.) Teache s migh cling on he pedagogical adi ion and hus esis e o m ini ia- i es (c . B ooks & Wa e s, 2018) such as he p omo ion o co- eaching, men ioned in he new Finnish Na ional Co e Cu iculum (NCC, 2014) in o ce since 2016. Howe e , acco ding o he Helsingin Sanoma a icle ci ed abo e, he e is no explici no ma i e cen al policy behind he end o building open spaces. Kon inen (2020) a gues ha he decisions a e made by p i a e school a chi ec u e de elope s. In he opinion o he de elope s ci ed in he HS a icle, a change in he lea ning en i on- men by building open lea ning en i onmen s, will help b eak eache esis ance and has he po en ial o b ing abou he needed change in pedagogical p ac ices. In his chap e , which we app oach om a pos humanis iewpoin (Pennycook, 2018), ou ocus lies on he oles and unc ions o language(s) in he spa ial and semio ic assemblages o lea ning en i onmen s. Ou goal is o in es iga e how language(s) ea u e as an in eg al and ma e ial pa o he change in he spa ial ep- e oi e o lea ning en i onmen s wi h a ocus on he unde mining o he monolin- gual habi us and sepa a ion o languages in educa ion. Mo e speci ically we ask, how changes in he physical lea ning en i onmen ini ia e change in language p ac- ices and language ideologies ci cula ed in he gi en school communi y? The signi icance o spa ial a angemen s, ma e ial objec s (e.g. u ni u e), hings, embodimen , senses and hei po en ial wi h change in educa ional p ac ices ha e been ecognized by school en i onmen de elope s in Finland (see Luminen e al., 2018; Kon inen, 2020) and elsewhe e (see e.g. Chiles & Ca e, 2015; B ooks & Wa e s, 2018). Howe e , language(s), hei p esence, o ms o use and unc ions o lea ning ha e ba ely been included in such gene al le el discussions on de eloping lea ning en i onmen s and hei design. F om a pos humanis pe spec i e, Pennycook (2018, p.43) p oposes ha hings o objec s may ha e (pa ial) agency (see also Muhonen & Vaa ala, Chap. 3, his olume). In his amewo k, ma e ial objec s play a c ucial ole ( hey ha e “ hing- powe ”,Pennycook, 2018, p.53) in shaping he ac i i ies such as communica i e ou ines in a gi en con ex . P ac ices, ha is, “ epea ed social and ma e ial ac s ha ha e gained su icien s abili y o ep oduce hemsel es” (p.53), as well as places, hings, senses and bodies cons i u e he semio ic assemblage in which agency is dis ibu ed oge he wi h human in en ions and compe encies. Pennycook’s idea o spa ial epe oi es o languages o communica i e esou ces explains he dis ibu- ion o agency u he . Tha is, sociolinguis ic epe oi es enac ed o ins ance on a busy ma ke place a e unde s ood bes in e ms o “spa ial dis ibu ion, social p ac- ices and ma e ial embodimen a he han indi idual compe ence o he sociolin- guis ic ac o ” (Pennycook, 2018, p.47). Pennycook (2018, p.54) no ices ha he idea o assemblages was de eloped pa ly as “an a gumen agains an o e emphasis on he s abili y o hings and […] languages as sys ems.” In his manne , an elemen o change in p ac ices, o luidi y o language is always included in hese assemblages. P. Laihonen and T. P. Szabó 95 Monolingual Habi us and heSepa a ion o Languages inEduca ion The sepa a ion o di e en languages h ough and in schooling has a long his o y in language educa ion (Gogolin, 1997). Typically, only one language ope a es as he language o ins uc ion and adminis a ion na ionwide. In mos educa ional sys- ems, he p e ailing app oach is o de o e o mal language a s classes o speci ic languages and, in he a ied con ex s o bilingual educa ion, egula e how much each language is used in he eaching and lea ning o subjec ma e (see Gogolin, 1997; Pille , 2016; Go e & Cenoz, 2017.) On he le el o cu icula, he ques ion o sepa a ion o languages is changing in Finnish educa ional policy documen s. In he cu en Finnish Na ional Co e Cu iculum (NCC, 2014), he e is on he one hand, an emphasis on mul icul u alism and language awa eness, and on he o he hand, passages s essing language sepa a- ion (e.g. ecu en e e ence o pa allel mul ilingualism). Tha is, cul u al and lin- guis ic di e si y is concep ualized as he pa allel o sepa a e exis ence and lea ning o di e en languages and associa ed cul u al iden i ies. Fo ins ance, in he case o bilingual educa ion he eache is s a ed o ha e “a monolingual ole in he g oup” (NCC, 2014, p.154) and ha “as he language o ins uc ion changes, so does he eache ” (p.154). In sum, on he ideological le el he e is change, bu in p ac ice he adi ional language educa ion policy, as desc ibed by Go e and Cenoz (2017, p.235), p e ails: “When wo o mo e languages a e used a school, each language is usually assigned a speci ic ime in he school ime able and i is o en hough as desi able ha only he a ge language is used in class.” I is hus clea ha language pedagogies in Finland a e designed o ep oduce he monolingual habi us (Gogolin, 1997). In o he wo ds, in a adi ional (Go e & Cenoz, 2017, p.235) se up like he Finnish one, educa ion is o ganized ins i u ionally in a monolingual manne , ollow- ing he p inciple o language sepa a ion and language isola ion in bi/mul ilingual si ua ions (Go e & Cenoz, 2017), e en hough he pa icipan s o educa ion a e o en mul ilingual (see also Pille , 2016, p.31). In a simila ein, Pennycook in Pos humanis Applied Linguis ics c i icizes he s ill cu en mains eam communica i e language eaching me hod: Communica i e language eaching assumes ha o unde s and each o he we should use one and only one language, he eby p esupposing he no ions ha communica ion is he pu pose o language, ha single languages gua an ee unde s anding and ha in e subjec i e con o mi y is he goal o language educa ion. (Pennycook, 2018, p.104) In o he wo ds, Pennycook inds he s i e o o al, di e si y- ee, sha ed and con- ex independen unde s anding as he unde lying eason o sepa a ing languages in educa ion. On he op o i s on ological and epis emological p oblems, his lan- guage ideology misses “ he plu ilingual na u e o class oom in e ac ion and com- munica i e epe oi es o bo h lea ne s and eache s in mul ilingual se ings” (Lin, 2013, p.522, ci ed in Pennycook, 2018, p.104). Mo e ecen heo ies o language include among o he s anslanguaging, which p omises a non-au ho i a i e, genu- inely mul ilingual, p ac ice o ien ed and con ex sensi i e app oach o language 6 Ma e ial Change: TheCase o Co-loca ed Schools 96 eaching (see e.g. Li, 2018). Howe e , as Pennycook (2018, p.130) wa ns, ans- languaging pedagogies can easily ge educed o imma e ial, cogni i e bilingual ac i i ies, which o en ge u he educed o pa allel use o wo languages (see Helle , 2006). Schoolscapes andLinguis ic Soundscapes The e is now a ai ly es ablished ield in es iga ing how school p emises and he ma e ial condi ions a e pe cei ed and in e p e ed as acili a ing o es ic ing school communi y membe s’ ac ions o pedagogical design (e.g. Chiles & Ca e, 2015). Ideas by Luminen e al. (2018) on lea ning en i onmen s se ing he pedagogical e o m (e.g. co- eaching) in oduced in he cu en Finnish na ional cu iculum (NCC, 2014) a e based on he concep o open lea ning spaces, bu hey also include insigh s on u ni u e, lea ning echnologies and de ails such as he use o colou s o he sui able ma e ials o sound insula ion. Howe e , language is no ably absen om he guidelines o designing lea ning en i onmen s. Thus, he mos in luen ial sou ces behind many ecen ly buil schools in Finland (c . Kon inen, 2020) o e no guidance on how ma e ial change could p o ide a emedy o he p oblem o he monolingual habi us in educa ion. The concep o schoolscapes was in oduced by Ka a B own (e.g. 2012) o build a heo e ical lens o deal wi h language in ma e ials e ms. The concep o schools- cape has i s his o y in he ield o Linguis ic Landscape esea ch. Linguis ic Landscape s udies has begun as in es iga ion o ex s and la e as s udy o b oade isual semio ics. Schoolscape s udies (see Szabó, 2015; Laihonen & Szabó, 2018) also look beyond policy and language p ac ices and ame language and educa ional p ac ices as spa ialized and embodied. The e m schoolscape, simila ly o Pennycook’s (2018) semio ic assemblages, d aws a en ion o he b oad no ion o a ied and unc ional uses o language(s) (o ( ans)languaging, see Jakonen e  al., 2018) including adi ional ex s, images, sounds, digi al li e acy, mobile sc eens, i ual communica ion and all kinds o spa- ial and ma e ial a angemen s o in e ac ion in he lea ning en i onmen (see also Muhonen & Vaa ala, Chap. 3, his olume). Ou apidly changing and highly mobile con empo a y wo ld shapes and is shaped by he linguis ic ecology o public spaces including schoolscapes. I is especially his spa ial and ma e ial app oach ha can add signi ican insigh s o how schoolscapes sha ed by s uden s and school s a wi h di e en language backg ounds can shape and enhance unc ional mul ilingual p ac ices. En isioning and designing lea ning en i onmen s ha mee he needs o cu en and u u e lea ne s bo h inside adi ional school se ings and ou side hem ‘in he wild’ is an essen ial ask in applied linguis ics and educa ion esea ch sea ch- ing o new models o language eaching and lea ning (e.g. Kajande e al., 2015). The eme ging body o schoolscape s udies has asked among o he s, wha does he en i onmen o e o lea ning, and how images, mul imodal ex s and a e ac s can be used o enhance (language) lea ning and communica ion? The opics ha e P. Laihonen and T. P. Szabó 97 become e y di e se ( o an o e iew see Laihonen & Szabó, 2018) and cap u ing change has been among he mos popula ones. Fo example, B own (2018) has explo ed changes igge ed by he in oduc ion o a new na ional and egional lan- guage educa ional policy in Es onia. Menken e al. (2018) in u n epo on a p ojec edesigning he linguis ic landscapes o wen y- h ee New Yo k Ci y schools which esul ed in an imp essi e policy and language pedagogy impac . Fo example, a school acqui ed mul ilingual esou ces o he school lib a y (p.112). Such acquisi- ions enable lea ne s o access demanding eading assignmen s, such as a no el, in hei i s language (p.115). Fu he , some schools eplaced hei English-only p o- g am o bilingual ins uc ion as a esul o a chain o changes induced by he ede- sign o he schoolscape (p.121). In his a emp o b eak he hie a chy o senses and in es iga e signi ican aspec s o languages and senses – as pa o semio ic assemblages – Pennycook (2018, Chap. 4), in oduces he s udy o di e en scapes such as senso y, semio ic and linguis ic landscapes, smellscapes, soundscapes and skinscapes. His esea ch p o- g am mani es s a ecen ex ension o Linguis ic Landscape esea ch eaching o o he senses, such as smell, ouch and as e. Following Pennycook (2018, p.58) seeing and hea ing ha e been conside ed as “highe ” senses in compa ison o smell, ouch and as e, which ha e been long neglec ed in esea ch. Howe e , he e ha e been ew s udies on he soundscape ei he . Acco ding o Sca aglie i e al. (2013, p. 62), soundscape has been mainly s udied om he pe spec i e o acous ics. Human oices ha e been men ioned mos o en as dis u bing noise, which should be con olled by he use o noise abso bing ma e ials and o he solu ions (Mäkelä e al., 2018; Luminen e al., 2018). Howe e , acco ding o Sca aglie i e al. (2013, p.644): “i is linguis ic ac ion ha se es as a b idge be ween a physical space and i s soundscape and he social space in which people li e and in e ac ”. Backhaus’ s udy (2016), in es iga ing he p agma ics o English ail oad announcemen s in Japan and Sca aglie i e al. (2013) and Pappenhagen e al.’s (2016) in es iga ion o “o al language di e si y” a di e en dis ic s o Hambu g, ha e been among he ew examina ions o languages in he soundscape ye . This chap e will ex end he no ion o schoolscape o include he soundscape as well. The Case o Co-loca ed Schools inFinland1 Finland is o icially a bilingual coun y. Coun ies wi h mo e o icial languages ypically ha e educa ional sys ems based on sepa a ion by he language o ins uc- ion (see Go e & Cenoz, 2017). In he case o Finland he e is a Finnish medium and a Swedish medium educa ional sys em, and Finnish-medium and Swedish- medium ins i u ions ypically ha e sepa a e campuses. This migh be he only way 1 Ou ongoing esea ch on co-loca ed schools has been ca ied ou in co-ope a ion wi h Ka i Kajande , Tuuli F om, F i jo Sahls öm, Riikka Alanen and Hannele Du a. We a e g a e ul o  hei inpu o his chap e . 6 Ma e ial Change: TheCase o Co-loca ed Schools 98 o p o ide equal oppo uni ies o educa ion o all speake s o he o icial languages and o shel e he lesse used na ional language, Swedish, om language shi o he language spoken by a nume ical majo i y o inhabi an s, Finnish. Howe e , as a esul o local economic exigency in Finland, he e a e a g owing numbe o cases– app oxima ely 40 o da e (2020)– in which wo au onomously adminis e ed schools wi h di e en languages o ins uc ion ha e been co-loca ed in a sha ed physical space (see F om, 2020.) These schools ha e a ying deg ees o sha ed in as uc u e and in e ac ion, hough mos ly no wi h he in en o ad ancing pedagogical change o mul ilingualism in Finnish school en i onmen s (see Helako pi e  al., 2013; F om, 2020). Acco ding o he Finnish egula ions, a school can ha e only one language o ins uc ion (and adminis a ion), and hus hese co-loca ed schools e ain hei ins i- u ional au onomy and hey canno o mally me ge due o he di e en languages o ins uc ion (see F om, 2020). Co-ope a ion be ween he schools is no o bidden, and mos o en he co-loca ed schools ha e begun o co-ope a e o a a ying deg ee. Fo ou esea ch, co-loca ed schools se e as acciden al labo a o ies o examine he ans o ma i e po en ial o mul ilingual lea ning en i onmen s. Unlike bilingual p og ams, wi h pa allel language policies and selec pupil g oups, co-loca ed schools a e non-choice and gene a ed om economic conce ns, making he use o educa ional spaces mo e e icien , which has been ano he jus i ica ion behind he cu en end o building open lea ning spaces in Finland (see Luminen e al., 2018). Lack o Policy andCo-loca ed Schools Acco ding o he HS a icle we ci ed in he beginning o his chap e , he e is “no law, o icial ecommenda ion o a na ional poli ical decision” behind he end o building open lea ning en i onmen s in Finland. Acco ding o he jou nalis (Kon inen, 2020), in p ac ice, a chi ec u al ins uc ions, egula ions and ecom- menda ions (c . Luminen e  al., 2018) ha e s anda dised open space schools in Finland. In he case o co-loca ed schools he e is no na ional policy ei he . E en hough he phenomenon is qui e widesp ead (ca. 40 sha ed campuses), he ca ego y o co-loca ed schools has no been included in any policy documen s. Fo example, Pyykkö (2017) in he comp ehensi e o e iew o he si ua ion o mul ilingualism in Finland, does no men ion co-loca ed schools a all. The e is no ele an pedagogi- cal design in he Finnish Na ional Cu iculum ei he ha could be connec ed o he endency o co-loca ing schools. The only policy aceable behind he end is he e icien and economical use o public-school space. E en hough no na ional policy o ecommenda ions on co-loca ed schools can be ound, he e ha e been poli ical discussions, mainly among he Swedish speak- ing public and poli ical ci cles in Finland. The deba es on co-loca ed schools ha e ocused on ques ions o space (i.e. he issue o a shel e ed s enska um [Swedish space] o Swedish language) a he han pedagogical p og ams o cu iculum. The e ha e been ce ain conce ns abou main aining he au onomy o Swedish P. Laihonen and T. P. Szabó 99 medium educa ion in Finland and on he ea ed nega i e e ec s he sha ing o p em- ises migh ha e on he language de elopmen o he Swedish speaking pupils (see F om, 2020). Howe e , he discussions ha e eached a conclusion ha he e ec s o co-loca ing depend hea ily on local condi ions, and hus he decision should be le o he municipal le el (see Slo e-Lü ge e al., 2013). Local educa ional policy, e en hough co e , esona es wi h Pennycook’s c i icisms o uni e salism (2018, p.36). In o he wo ds, a na ional one size i s all policy mos o en ails o do jus ice o di e si y and he local cul u al and ma e ial ela ions. Insigh s omanIn es iga ion o aCo-loca ed High School Campus The empi ical pa o his chap e is based on he p ojec Mul ilingual school– mul ilingual lea ning en i onmen (see Szabó e al., 2018). We ha e been coop- e a ing wi h wo co-loca ed high schools since hei mo ing oge he in 2013. To gene a e da a, we ha e ini ia ed speci ic ac i i ies such as eache - and s uden - led walking ou s (see Szabó, 2015, Szabó & T oye , 2017) on campus, and a ideo eco ding session wi h s uden s wi h he goal o p esen ing he co-loca ed cha ac e o hei schools o ex e nal audiences. We ha e been pa ne s in he sel - e lec ion p ocess o he school communi ies o os e he enewal o hei o ganiza ional p ac ices. Bo h schools a e loca ed in a own wi h a Swedish speaking majo i y popula ion in Wes e n Finland. In 2013, he Finnish-medium gene al uppe seconda y school (in Finnish: lukio) mo ed o he building o he Swedish-medium gene al uppe seconda y school (in Swedish: gymnasium). Lukio’s buildings had poo indoo ai quali y and he own leade ship conside ed mo ing he wo schools oge he as he mos cos -e ec i e solu ion. The p ocess o mo ing oge he ook place on a igh schedule, he planning ocused on in a- s uc u e, acili ies and spaces, and, acco ding o ou esea ch pa icipan s, he e was no plan on pedagogical co-ope a ion (see Szabó e al., 2018). Changes in heLinguis ic Landscape andSoundscape In ou example, a Finnish medium high school (lukio he ea e ) had mo ed in o he Swedish medium high school’s (gymnasium he ea e ) p emises. Howe e , as men- ioned abo e, no pedagogical o adminis a i e me ge o he wo schools ook place. Ins ead, hey emained wo au onomous schools wi h di e en languages o ins uc ion and adminis a ion. The me ge was ma e ial, bu some spaces emained sepa a ed. Mos impo an ly, he s a ’s p emises we e cons uc ed sepa a ely. The dis ance be ween hem was also conside able: he eache s’ lounge and o ices o he gymnasium emained on he op loo and he new eache s’ lounge o lukio was cons uc ed on he bo om loo . Also, he signs o he wo eache s’ lounges and 6 Ma e ial Change: TheCase o Co-loca ed Schools 100 Fig. 6.1 Keep he doo closed! in Finnish ( op) and Swedish (bo om). (Pho og aph by Tamás Pé e Szabó) di e en o ices ha e emained monolingual, Swedish only o gymnasium and Finnish only o lukio. Acco ding o F om’s (2020, p.8) analysis o a simila case, he o ganisa ion o sepa a e eache s’ lounges enables he main enance o sepa a e social spaces and hus sepa a e communi ies. The co-loca ed schools some imes ha e sepa a e class ooms as well (see Helako pi e al., 2013; F om, 2020, p.6) o bo h schools, bu his was no he case he e. The schools sha ed mos class ooms and all he la ge spaces, such as he can- een and he gym. The signs in hese loca ions we e mos o en in Swedish, bu also bilingual signs had begun o appea . The sign on Fig.6.1 has Finnish abo e Swedish. I appea ed a he doo o a s o - age oom, mainly used by he Finnish medium school, since i was a ached o an a s class oom used by a lukio eache . Since he Finnish medium high-school mo ed in o he building o a Swedish medium high-school his sign was mos likely placed by lukio in he sha ed space. In his manne , he Finnish medium lukio, smalle also in size, indica es a unemen in ( e)cons uc ion o he schoolscape h ough he inclusion o Swedish in hei signage. The mo emen owa ds bilingual schoolscape in such op-down egula o y signs indica es a change om sepa a e spaces o a sha ed social space. On o he occasions, signs in Finnish ha e appea ed nex o Swedish, which could be in e p e ed as symbolic occupa ion o a space. The wo pos e s in Fig.6.2 can be ound side by side in he school can een. The pos e s a e a pa o Vilkas campaign by wo majo Finnish ood companies p omo - ing Finnish ood p oduc s in can eens. Thus he images display ege ables and be - ies g own in Finland. They ha e a simila ex in Swedish and Finnish (Ea well, e e y day in Swedish and You can always ea well in Finnish). The images display sligh ly di e en meals, ypically lunch and b eak as . This kind o doubling o P. Laihonen and T. P. Szabó 107 In 2016, a e se e al yea s ha e passed since he co-loca ing, eache s’ iews ha e changed and he ea s and p esump ions abou he change had u ned o accep- ance and among some o a cu iosi y and openness owa ds coope a ion ac oss he language bo de . Now, also some sha ed s a mee ings ha e been o ganized o coo - dina e co-ope a ion, c ea ing a egula mee ing place o eache s as well. Mainly he p incipals ha e become o s ess he discou se o ha ing wo schools in he same building as a esou ce o bo h schools. In an in e iew in 2016, one o hem concluded: and eally i ’s because we now had ime o pedagogical planning. We can now plan oge he . and you know eaching and, le ’s say, use sha ed esou ces. In bo h sides eache s ha e eally good quali ies which you no ice, i you keep you eyes open so ((laughs)), so i ’s wo h aking he whole building in o use picking he good sides o wha he e is. In his manne , he p incipal is seeing he la ge di e si y o eache s as a pedagogi- cal asse . The p incipal also sugges s “ aking he whole building in o use”, which can be in e p e ed as a maximal sha ing o he ma e ial en i onmen , ins ead o main aining sepa a e spaces. Tha is, esou ces and agency a e unde s ood as bo h human and ma e ial (c . Pennycook, 2018, p.141). Conclusions Ou analysis o a co-loca ed campus as collec ion o “local language p ac ices and assemblages” and “ he ways in which people, poli ics, place, economics, policy and hings come oge he ” (Pennycook, 2018, p.142), indica es ha a change in he ma e ial lea ning en i onmen may p omo e linguis ic di e si y in educa ion in a mo e o ce ul manne han s uc u ed, cu iculum-based o ms o designed mul ilingualism. The new, mo e ib an and di e se semio ic assemblage o a co-loca ed Swedish and Finnish medium high school analyzed in his chap e was in gene al becoming mo e mul ilingual and lexible. The schoolscape con ained bilingual op-down signs, indica ing ha some spaces, such as he can een o he s uden ca é, we e ac i ely sha ed by wo ins i u ions wi h di e en languages o ins uc ion. Top- down signs and eache s’ language ideologies indica ed a slow, g adual and cau ious ans o ma ion, om he monolingual habi us and p ac ices in he schoolscape as well as communica i e p ac ices and adi ional educa ional language ideologies, owa ds an accep ance o bilingualism and opening up o spaces o communi y le el bilingual ac i i ies (Pennycook, 2018, p.130). Acco ding o he eache in e - iews, bilingualism did no include he p o essional le el. On a p o essional le el, he adi ional idea (see Go e & Cenoz, 2017) o he monolingual ole model o a eache as men ioned in he Finnish Na ional Co e Cu iculum (2014, p. 154), holds sway. 6 Ma e ial Change: TheCase o Co-loca ed Schools 108 Bo om-up signs in a space con olled by s uden s display luid linguis ic di e - si y, in o he wo ds, anslanguaging p ac ices. One oken o ans o ma ion o spaces and ypically no ma i e objec s o ‘common’ use (Pennycook, 2018, p.139) can be seen in he eme ging anslanguaging p ac ices documen ed on he black- boa d o he Calme (see Fig.6.3), whe e no cen al au ho i y appea s o con ol he language p ac ices (Pennycook, 2018, p.139). The s uden in e iews in u n con inced us ha he monolingual habi us in edu- ca ion can change al eady h ough a new mul ilingual soundscape, whe e he school communi y hea s many languages e e y day. The sha ed, egula mee ing places, such as he s uden ca é, we e designed and ans o med by he s uden s and he ma e ial objec s (e.g. u ni u e) and ac ions (e.g. buying co ee), whe e language as communica ion o as compe ences we e a gued o play a ma ginal ole. This indi- ca es ha linguis ic di e si y is by no means concep ualized as a p oblem o he s uden s unlike i was by he eache s in in e iews. The semio ic assemblages o bo om-up mee ing places we e no designed acco ding o he language o ins uc ion (such as class ooms) o sepa a ed owne - ship and loca ion acco ding o he ins i u ion (such as eache s lounges). Thus, hey appea ed o be mo e open o ‘occupa ion’ (Pennycook, 2018, p.141) o he esou ces o e ed by he space and ma e ial objec s he e. This esul ed in unde mining he monolingual habi us o he na ional co e cu iculum and eache p o ession, bo h de ined by adi ional no ms o language use in educa ion. 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Apples Jou nal o Applied Language S udies, 9(1), 23–51. h ps://doi.o g/10.17011/ apples/2015090102 Szabó, T.P., & T oye , R. (2017). Inclusi e e hnog aphies: Beyond he bina ies o obse e and obse ed in linguis ic landscape s udies. Linguis ic Landscape, 3(3), 306–326. h ps://doi. o g/10.1075/ll.17008.sza Szabó, T.P., Kajande , K., Alanen, R., & Laihonen, P. (2018). Zusammena bei übe Sp achg enzen hinweg: Sp achau assungen on Leh e n in ö lich zusammengeleg en Schulen mi Schwedisch und Finnisch als Un e ich ssp achen. De Deu schun e ich , 70(4), 53–59. Pe e i Laihonen, PhD, se es as Senio Resea che a he Cen e o Applied Language S udies. Laihonen’s esea ch deals wi h language ideologies and educa ional language policy in mul ilin- gual con ex s. I de elops sociolinguis ic heo y and ex ends esea ch o Eas e n Eu ope, and has socie al impac on he li e o esea ch pa icipan s and in es iga ed communi ies and ins i u ions. Mos ecen ly, Laihonen has been de eloping ex eme ci izen science me hods o s udy mul ilin- gualism in schools. Tamás Pé e Szabó, PhD, se es as Senio Lec u e o Mul ilingualism and he In e na ionaliza oin o Teache Educa ion in he Depa men o Teache Educa ion a he Uni e si y o Jy äskylä, Finland. He has esea ched mul ilingual linguis ic landscapes o educa ion. He has led educa ional de elopmen p ojec eams on c ea i e educa ion and anslanguaging, as well as he FORTHEM Lab Mul ilingualism in School and Highe Educa ion. Open Access This chap e is licensed unde he e ms o he C ea i e Commons A ibu ion 4.0 In e na ional License (h p://c ea i ecommons.o g/licenses/by/4.0/), which pe mi s use, sha ing, adap a ion, dis ibu ion and ep oduc ion in any medium o o ma , as long as you gi e app op ia e c edi o he o iginal au ho (s) and he sou ce, p o ide a link o he C ea i e Commons license and indica e i changes we e made. 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