ISSN: 1750-8649 (print) ISSN: 1750-8657 (online) Sociolinguistic Studies www.equinoxpub.com https://doi.org/10.1558/sols.22829 SOLS VOL 16.4 2022 579–591 © 2023, EQUINOX PUBLISHING Review Linguistic Landscapes and Educational Spaces Edina Krompák, Víctor Fernández-Mallat and Stephan Meyer (eds) (2021) Bristol: Multilingual Matters. Pp. 312 ISBN: 9781788923859 (pbk) ISBN: 9781788923866 (hbk) ISBN: 9781788923873 (eBook) Reviewed by Sanita Martena and Heiko F. Marten Affiliations Rēzekne Academy of Technologies, Latvia sanita.martena@rta.lv heiko.marten@rta.lv In today’s linguistic circles, it is stating the obvious that the Linguistic Landscape (LL) approach has become a remarkable success story since the frst studies were conducted, the frst workshops organised, and the frst collections of papers published about 15 years ago. During these years, Linguistic Landscape stud- ies have moved from mostly quantitative to more qualitative approaches and multi-method research. The feld has experienced an expansion into semiotic landscapes and all different types of ‘-scapes’ in a variety of geographical areas and academic and social contexts which have been collected and discussed not least in edited volumes. This started with Gorter’s 2006 ground-breaking intro- ductory collection and travelled via more specifc collections on, for example, semiotic landscapes (Jaworski and Thurlow, 2010), minority languages in the LL (Gorter, Marten and Van Mensel, 2012), sociolinguistic studies (Laitinen and Zabrodskaja, 2015) to relatively recent collections by Pütz and Mundt (2018) or Malinowski and Tuf (2020), just to mention a few. One important strand in this development is the connection between LL stud- ies and education. Early infuential individual studies and educational projects (e.g., Cenoz and Gorter, 2008; Lazdiņa and Marten, 2009; Sayer, 2010; Brown, 2012) were succeeded by collections of articles (e.g., Marten and Saagpakk,