Visual representation of culture and its interpretation in second language learning: An edusemiotics perspective.

Second Language (L2) teaching and learning with visual artifacts is considered one of the most popular subjects in research; however, the signs presented as visual forms (e.g. images) in Asian classrooms (e.g. Middle East) are not considered as separate sources of meaning-making to tackle interpretation and communication in expanding (non-western) knowledge of culture in pedagogy. Pictorial signs are able to enrich our view on L2 context and its culture (Wang and Hemchua, 2022); therefore, contemporary education needs to re-look at visual representations of cultural signs as a mean to showcase true identity of what Middle East countries believe. Furthermore, to increase hope in learning engagement, it is important to be entangled consequently with media that supports individual’s active role in semiosis and communication. Considering the significance of this point, the aim of this study is to take a closer look at the language learning with image-based approach in Asia and identify Edusemiotics theory of learning (Stables et al., 2018) and “image-concept- knowledge relationality” (Lackovic, 2020: 20) as two main perspectives to critically investigate the question that “Could signs as pictorial form in fact act like persuasion vehicles to influence communicational interpretation in L2 acquisition?”. This study attempts to show that reading visual signs according to semiotics theories could move beyond a simple decoration tool to an active function of building knowledge in cultural domain.