Context from a social semiotic perspective: a discourse analytical study of the children TV show, Bubble Guppies

Abstract

In mainstream linguistics, context is either entirely ignored or dominantly viewed as an objective property of the external world. For instance, in sociolinguistics or pragmatics, scholars frequently attempt to learn about the meaning of words or sentences given certain social context. The social semiotic method presented in this paper challenges the objectivity of context and explores the dynamic between content and context from the perspective of Peircian semiotics. An episode of a children animations series, Bubble Guppies, where human-like mermaids learn about the mysteries of ancient Egypt, is used as a point of departure to show that content and context recursively co-construct with viewers’ participation. For instance, while there is little physical similarity between where the Guppies meet in the show’s story and a typical classroom, the context of a classroom is clearly established through the way the Guppies interact with each other and with objects they encounter. Additionally, the results indicate that learning is an important product of such context-construction, as TV viewers must constantly elaborate on events and link interactions that are perceived not as objects but as signs entangled in a growing web of symbolic system.

Keywords:

• semiotics
• context
• discourse
• linguistics
• children TV
• Edusemiotics

Acknowledgements

I would like to acknowledge the anonymous reviewers for their constructive and encouraging feedback, Rodger Kemp for editing the manuscript and useful recommendations, and my students (Loreto Abarzúa, Karin Castillo, Aracelli González, Tamara Palacios, and Bárbara Saldías) who helped with the transcription of data.

Disclosure statement

No potential conflict of interest was reported by the author.

Notes on contributor

Saeid Atoofi received his Ph.D. from UCLA, Department of Applied Linguistics. He currently works as an assistant professor in Department of Linguistics in University of Chile, in Santiago, Chile. His main interests are in discourse analysis and the emerging field of Edusemiotics, especially in regard to second language education.

Notes

1. Thanks to my editor, Rodger Kemp, for reminding me to add this quote from Gregory Bateson.

2. The transcription conventions can be found in Appendix 1.

Additional information

Funding

This work was supported by the Chilean FONDECYT, Fondo Nacional de Desarrollo Científico y Tecnológico [grant number 11121119].