Language as Ideology

Roberge, Paul T.; Hodge, Robert W.; Kress, Günther

doi:10.2307/416067

Cited by 60 publications

(28 citation statements)

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“…Essentially, arguing for legitimization and recontextualization entails taking the view that there is a sense in which language (in public spaces) represents an instrument of control (enacted, contested, and upheld) and manifests symbolic power in discourse and society (cf. Hodge & Kress, 1993;Bourdieu, 2001). Thus, when we look at the uneven distribution of languages (cf.…”

Section: Introductionmentioning

confidence: 99%

Legitimization and recontextualization of languages

Simungala

Jimaima

2022

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We use the uneven distribution of languages in the public spaces of the University of Zambia and the voices and narratives that emerge to argue for legitimization and recontextualization as critical components in the presence and contestations of languages. Using data from interviews and photographs of signage in place, we show legitimization of foreign languages in which English, Japanese, and Chinese forge a place of linguistic contestation and legitimization through control and superiority. We argue for the apparent hegemony of foreign languages and the striking paucity of monolingual signage of indigenous languages as the imbalance of powers. While the former shows the influence of the global in the local, the prospects for the latter continue to diminish as their chances and opportunities as linguistic capital for wider/global communication do not look so favourable. We conclude with the glaring reality of recontextualization as capital for the display of indigenous inclined discourses.

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Section: Introductionmentioning

confidence: 99%

Legitimization and recontextualization of languages

Simungala

Jimaima

2022

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“…In CDA, there are certain principles outlined by CDA practitioners (Fairclough, 1995;Kress, 1991;Hodge & Kress, 1993;Van Dijk, 1998;Wodak, 1996). They can be summarized as follows:…”

Section: Principles Of Cdamentioning

confidence: 99%

A Critical Discourse Analysis of Hillary Clinton’s Speech “Women’s Rights Are Human Rights”

Quyen

2022

JFS

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In the research, the speech “Women’s rights are human rights” by Hillary Clinton will be analyzed in the light of critical discourse analysis (CDA) as both theory and method to reveal how power and ideology are embedded in language in particular and the relation between language and society in general. Initially, the theoretical framework of CDA, the concepts of power and ideology are presented. The social context of women’s position including women’s position in the past and women’s position nowadays is also revealed. The research then briefs on Hillary Clinton’s role in struggling for women’s rights. In terms of methodology, the importance of Systemic Functional Grammar to CDA and a framework of CDA procedure, which set the basis for the analysis of the speech “Women’s rights are human rights”, will be introduced and explained. Thirdly, the article analyzes the speech in the light of CDA. The analysis consists of three stages namely description, interpretation and explanation. The last part summarizes the major findings, provides concluding remarks, gives implication to teaching and learning translation and makes recommendations for further studies.

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“…CDA informs the analysis of memes for power relations and ideologies in the content, while CP justifies the active creation and negotiation of the linguistic challenges in finding and repurposing idiomatic expressions. CDA, referred to as critical discourse studies in contemporary research, is strongly associated with Norman Fairclough's Language and Power (1989), Bakhtin (1981), as well as two foundational publications by Fowler et al (1979) and Hodge and Kress (1989). From those studies, driven by research from other scholars like Ruth Wodak, Teun van Dijk, Gunther Kress, and Theo Van Leeuwen, CDA "was partially inspired by critical social inquiry and critical linguistics, aimed at underpinning ideological characteristics in linguistic processes of discourse" (Smith, 2020: 79).…”

Section: Multimodality and Cdamentioning

confidence: 99%

One Does Not Simply Teach Idioms: Meme Creation as Innovative Practice for Virtual EFL Learners

Smith

2021

RELC Journal

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To maximize the advantages of virtual learning, the present study highlights the potential for Internet meme design and creation in English language learning (ELL) courses as an innovative activity that raises student agency, increases multimodal literacy, inculcates intercultural communication, and teaches idiomatic expression. Memes resonate a multimodal feedback loop of popular culture. In the context of language education, multimodal literacy is a necessity for 21st-century education because the affordances of digital learning platforms present the world told alongside the world shown. While some studies feature the usefulness of memes in English as a foreign language (EFL) learning, none have underscored meme creation as a learning activity. To demonstrate the activity in situ, a vignette at two Korean universities features two instructors who ask their respective students ( N = 49) to design one meme using an idiom discovered in their ELL materials from a prescribed list, then asks: 1) What common power relations and ideologies emerge in the multimodal discourse of the collected pool of student “idiomemes”? 2) What do the findings tell us about student attitudes and engagement with the activity? 3) What do the findings tell us about the importance of multimodal discourse in EFL learning? Using a multimodal critical discourse analysis of the student-created Internet memes, the findings reveal that students chose culturally familiar images to complete the assignment, suggesting that their engagement and understanding of multimodal, English discourse increases commensurately with content intuitive to their culture. The implications suggest that empowering students with a measure of agency in expressing culturally relevant, multimodal discourse in ELL course content increases their engagement in virtual classrooms. Designing idiomemes, as a virtual learning activity, is further explored as a curricular augmentation that increases the value of a student's language-learning investment.

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Language as Ideology

Cited by 60 publications

References 0 publications

Legitimization and recontextualization of languages

Legitimization and recontextualization of languages

A Critical Discourse Analysis of Hillary Clinton’s Speech “Women’s Rights Are Human Rights”

One Does Not Simply Teach Idioms: Meme Creation as Innovative Practice for Virtual EFL Learners

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