is article1 focuses on ideologies that pertain to linguistic diversity and multilingualism from a linguistic landscape approach to education. It is to be emphasised that ideologies pertaining to multilingualism and monolingualism have strong systematic resemblances. So-called monolingualist labeling, management, and control over linguistic varieties is something similar to multilingualism-related practices described in Nikula (et al. 2012). For example, dialects are o en evaluated positively, but dialect users are generally criticized because they deviate from the so-called standard (cf., Milroy 2001; Kontra 2006). In order to investigate a wide range of diversity-related ideologies, two communities with di erent social and historical backgrounds are compared: Hungarians who are considered standard-oriented (e.g., Kontra 2006) and Finns whose ideologies are generally not considered to be so standard-oriented (Laihonen 2010). is study investigates how teachers co-construct language ideologies in conversation with the researcher during co-exploratory walking tours through their school premises. e results support theory building, and enhance further research on ideologies, e.g., in minority settings, where an adequate management of linguistic diversity and variability is essential for the maintenance of various indigenous languages. Other important elds of application are L1 and L2/ L3 education.