A MULTIMODAL CRITICAL DISCOURSE ANALYSIS by Kristin
Total Page：16
File Type：pdf, Size：1020Kb
Multilingualism, Identity, and Ideology in Popular Culture Texts: A Multimodal Critical Discourse Analysis Item Type text; Electronic Dissertation Authors Helland, Kristin Ingrid Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 30/09/2021 04:35:21 Link to Item http://hdl.handle.net/10150/578722 MULTILINGUALISM, IDENTITY, AND IDEOLOGY IN POPULAR CULTURE TEXTS: A MULTIMODAL CRITICAL DISCOURSE ANALYSIS by Kristin Ingrid Helland __________________________ Copyright © Kristin I. Helland 2015 A Dissertation Submitted to the Faculty of the GRADUATE INTERDISCIPLINARY PROGRAM IN SECOND LANGUAGE ACQUISITION AND TEACHING In Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY In the Graduate College THE UNIVERSITY OF ARIZONA 2015 THE UNIVERSITY OF ARIZONA GRADUATE COLLEGE As members of the Dissertation Committee, we certify that we have read the dissertation prepared by Kristin Ingrid Helland, titled "Multilingualism, Identity, and Ideology in Popular Culture Texts: A Multimodal Critical Discourse Analysis,” and recommend that it be accepted as fulfilling the dissertation requirement for the Degree of Doctor of Philosophy. _______________________________________________________________________ Date: Linda Waugh _______________________________________________________________________ Date: Richard Ruiz _______________________________________________________________________ Date: Chantelle Warner Final approval and acceptance of this dissertation is contingent upon the candidate’s submission of the final copies of the dissertation to the Graduate College. I hereby certify that I have read this dissertation prepared under my direction and recommend that it be accepted as fulfilling the dissertation requirement. ________________________________________________ Date: Dissertation Director: Linda Waugh 2 STATEMENT BY AUTHOR This dissertation has been submitted in partial fulfillment of the requirements for an advanced degree at the University of Arizona and is deposited in the University Library to be made available to borrowers under rules of the Library. Brief quotations from this dissertation are allowable without special permission, provided that an accurate acknowledgement of the source is made. Requests for permission for extended quotation from or reproduction of this manuscript in whole or in part may be granted by the copyright holder. SIGNED: Kristin Ingrid Helland 3 ACKNOWLEDGEMENTS One of the most rewarding achievements in my life has been the completion of this doctoral dissertation. From the moment this project was conceived until it was completed, this process has involved countless cycles of exploration, inquiry, meditation, enlightenment, epiphanies, self-doubt, confusion, uncertainty, frustration, exhaustion and perseverance. Through it all I have been blessed with the support, guidance, inspiration, and encouragement from professors, tutors, friends, family, and neighbors, among others. While it is impossible to adequately thank all of those who played a part in helping me reaching the end of this journey, I humbly offer these words of gratitude. First, I want to thank Dr. Jun Liu and Dr. Claudia Kunschak whom I met while teaching English in China. Their enthusiasm for the University of Arizona and encouragement to apply for the doctoral program was the first step of the journey which led me to UA and to a happy reunion with my former professor from UW-Madison, Dr. Richard Ruiz, and to meeting Dr. Linda Waugh under whose tutelage this dissertation was completed. I owe a debt of gratitude to Dr. Waugh for serving as my advisor and persevering with me throughout the time it took me to complete this research and write the dissertation. Her generous support, extensive knowledge of semiotics, discourse analysis and all aspects of linguistics, and her insights into academia assisted me every step of the way. Her ability to find just the right balance between encouraging me to think independently and guiding me in the right direction allowed me to feel ownership and pride in completing this project. She has nurtured my process of intellectual discovery toward increasingly more critical and nuanced perspectives of my topic. In her careful reading of my drafts at every stage of the process she has given me valuable feedback and moved me forward toward new insights and connections, always urging me to see the hierarchy of my ideas. Her attention to both the macro- and micro-level aspects of my writing helped me focus on both big picture concerns and ways I can make my writing clearer and stronger. In addition, her attention to practical matters of timelines and procedures has helped immeasurably in guiding this process toward fruition. I am grateful for the mentorship of the late Dr. Richard Ruiz and for the opportunity to work with such a committed, accomplished and generous scholar. From the time he was my professor at UW-Madison and introduced me to the work of Paulo Freire, his profound insights into the role of language in society and his commitment to education for social justice have led me to question preconceived notions of language, education, and society and challenged me to find ways to put theory into practice. I will be forever indebted to him for the influence he has had on my intellectual and academic formation and will continue to miss his warm, steady and reassuring presence and unique sense of humor. I wish to express my sincere appreciation to Dr. Chantelle Warner for the active role she has played on my dissertation committee. She has influenced the direction my research has taken from the time I took her class on Literacy through Literature, attended her workshops, and participated in the conference she co-organized, “Multilingualism 2.0.” Her ability to apply cutting edge research to teaching in creative and thought- 4 provoking ways has been an inspiration to me. My choice of this dissertation topic is in no small part due to the ideas gleaned from her class, workshops, conference and from brainstorming sessions and feedback on my writing in which she encouraged me to stretch my thinking and challenged me to articulate more clearly how I position myself as a scholar, why this matters, and what my point is. Thank you to all of my committee for pushing, pulling, cheering, and hurrying me along to finish this dissertation and for all your efforts to rein me in and help me find ways to define my project while staying open to my vision for it. You have all played key roles in making this dream a reality. Many others directly contributed to the completion of this dissertation whom I wish to acknowledge. My sincere thanks goes to Yasumasa Shigenaga and Yoshi Murakami for their help with translation of the Japanese lyrics and blog of Mona AKA Sad Girl and online comments, to Joseph Casillas for his expert help on formatting, to the tutors at the Writing Skills Improvement Center who, along with Dr. Kathy Short and SLAT colleague Dr. Brian Hibbs and others, read parts of my dissertation at various stages and gave me helpful comments and suggestions. I am also grateful to my good friend and role model, Dr. Nancy Pauly, who has been like a guardian angel to me, in getting me through the final stretch, helping me focus and serving as a sounding board. To the entire community of professors at UA who have been part of my academic and intellectual development, I want to express my gratitude for their enthusiasm for teaching and for their dedication to the profession. From all my professors at UA I learned different ways to look at language, culture, and research. In particular, I want to express my gratitude to Dr. Ana Carvahlo for agreeing to serve on my comprehensive exams committee and for sharing her extensive knowledge of code-switching research, to Dr. Heidi Orcutt-Gachiri whose course on multilingualism helped spark my interest in this dissertation topic, and to Dr. Andrea Dallas and Dr. Grace Fielder whose concern for and sensitivity to not only my academic but also my personal needs touched me deeply. I would also like to acknowledge the debt that I owe to the late Dr. Doris Slesinger and to Dr. Kathryn Woolard who were my advisors at UW-Madison, my colleagues and mentors, Dr. Myrna Toney and Dr. Moonsu Shin, and my professors at San Francisco State University, Dr. May Shih and Dr. Barry Taylor, who encouraged me to get my Ph.D. In addition, I owe a debt of gratitude to those who provided the financial support that made it possible for me to pursue my doctoral studies at UA: to the SLAT program for their financial support at various stages of my studies and to the Confluence Center, whose belief in the innovativeness and potential of this interdisciplinary study and the fellowship they granted gave me both material and moral support in finishing this dissertation. My sincere thanks also go to the SLAT program office for all the support I received from Dr. Waugh and Dr. Ariew, in their capacity as directors, and from Shawn O’Connor, Kelley Merriam-Castro, and Robin Staples. Their kindness and helpfulness has been sincerely appreciated. I also want to express my gratitude to Dr. Malcolm Compitello of the Spanish and Portuguese Department for giving me the opportunity to teach classes in the Spanish Basic Language Program which made it possible for me to complete my studies. The support and kindness I received from him, Dr. Eliud Chuffe, Linda Luft, and the staff in 5 the department, especially Mercy and Nicole is greatly appreciated. The comradery I experienced in the department, in particular while working with my fellow GATs in the COH lab in ML512, greatly enhanced my experience as a student at UA. To all my friends and colleagues in the Spanish and Portuguese Department, SLAT, and ELL on whom I have relied for advice on teaching and research, and feedback on conference proposals, thank you for your support and collegiality.