Campus repertoires: interrogating semiotic assemblages, economy, and creativity

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dc.contributor.authorSimungala, Gabriel
dc.contributor.authorNdalama-Mtawali, Deborah
dc.date.accessioned2025-01-22T09:30:56Z
dc.date.available2025-01-22T09:30:56Z
dc.date.issued2024
dc.description.abstractFramed within the broader theoretical context of social semiotics, we attempt to show how university students communicate using a variety of unique means, in particular social contexts. We privilege Pennycook and Otsuji’s semiotic assemblages, Jimaima and Simungala’s semiotic creativity, and the notion of semiotic economy as critical ingredients that conspire to give rise to the unique and complex coinages and innovations constituting students’ repertoires. We argue that, born out of creativity, the students’ repertoires are semiotically and economically charged discourses that generate extended narratives such that more is realized with less. We show that this reality undoubtedly constitutes a multi-semiotic meaning-making endeavor that enacts and sustains students’ imagined and lived experiences in real sociocultural, historical, and political spaces in the multilingual landscapes of university campuses.
dc.identifier.citationSimungala, G. and Ndalama-Mtawali, D., 2024. Campus repertoires: interrogating semiotic assemblages, economy, and creativity. Semiotica, 2024(256), pp.137-152.
dc.identifier.urihttps://doi.org/10.1515/sem-2020-0066
dc.identifier.urihttps://hdl.handle.net/10566/19904
dc.language.isoen
dc.publisherDe Gruyter Mouton
dc.subjectCoinages
dc.subjectInnovations
dc.subjectMultilingual repertoires
dc.subjectSemiotic assemblage
dc.subjectSemiotic creativity
dc.titleCampus repertoires: interrogating semiotic assemblages, economy, and creativity
dc.typeArticle

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