The present study reports on the geosemiotics (Scollon & Scollon, 2003) of a Thai University. Walking interview tours (Lou, 2017; Stroud & Jegels, 2014a) of Thammasat University's Tha Prachan campus were conducted. These interviews reveal how students narrate and take stances towards the geosemiotic artifacts that are found on their campus. The purpose of the study was twofold: 1) to gain an understanding of how students react to the geosemiotics on campus, and 2) to get a sense of their understanding of Thai history. For the latter the university has been the site of several historical events pertaining to Thailand's spotty relationship with democracy, most notably the Thammasat massacre, and much of this history has been repressed (Huebner, 2017; Winichakul, 2002, 2020). Using the geosemiotic framework to discuss the multimodal make-up of this university's signs and space, I illustrate how the narrations that emerged during walking interviews serve as lenses through which we are offered a glimpse of how students are socialized to think about the material environment of their campus. We can observe how students take different stances to the signs and places of their campus as well as Thailand's history. Such narrations reveal traces of socialization on the one hand and the emergence of an affective regime of reverence on the other (Wee & Goh, 2019). The findings contribute to the growing body of literature on schoolscapes in multilingual educational settings (Gorter, 2018; Gorter & Cenoz, 2015). What emerges from these narrations are traces of a collective historical body regarding Thailand's history and struggles with democracy.

本研究报告了泰国大学的地理符号学（Scollon＆Scollon，2003年）。进行了法政大学Tha Prachan校区的步行访谈访问（Lou，2017; Stroud＆Jegels，2014a）。这些访谈揭示了学生如何对校园中发现的地球符号人工制品进行叙述和采取立场。该研究的目的是双重的：1）了解学生对校园中的地理符号学的反应，以及2）了解他们对泰国历史的理解。对于后者，该大学一直是与泰国与民主的参差不齐关系相关的几项历史事件的发源地，最著名的是塔玛萨（Thammasat）大屠杀，这一历史的大部分都受到压制（Huebner，2017; Winichakul，2002，2020）。我使用地理符号学框架来讨论这所大学的标志和空间的多模式构成，我说明了步行面试中出现的叙述是如何充当镜头的，我们可以通过这些镜头瞥见学生如何社会化以思考物质的环境他们的校园。我们可以观察到学生如何对校园的标志和地点以及泰国的历史采取不同的立场。这样的叙述一方面揭示了社会化的痕迹，另一方面揭示了一种崇敬的情感体系（Wee＆Goh，2019）。这些发现促进了在多语言教育环境下有关学校景观的文学的增长（Gorter，2018; Gorter＆Cenoz，2015）。这些叙述中出现的是关于泰国