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All Journal Journal of Linguistics and Social Studies Essence: Teaching English as a Foreign Language, Linguistics, and Literature Journal
Saiyidinal Firdaus
State University of Jakarta
Languange, Linguistic, Communication & Media Social Sciences

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Negotiating Academic Authority and Cultural Values in Minangkabau Thesis Seminars: A Critical Discourse Analysis Saiyidinal Firdaus
Essence: Journal of English Language Teaching, Linguistics, and Literature Vol. 3 No. 1 (2026): April 2026
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/essence.v3i1.9082

Abstract

This study investigates how academic authority and cultural values are negotiated in thesis seminar practices within Minangkabau higher education, addressing a critical gap in critical discourse analysis (CDA) concerning the integration of institutional power and local cultural norms. While previous studies have predominantly conceptualized academic discourse as structurally hierarchical, limited attention has been given to how such authority is dynamically mediated by culturally embedded communicative practices. Employing a qualitative design grounded in CDA, this study analyzes approximately 24 hours of video-recorded thesis seminar interactions involving lecturers and undergraduate students. The data were examined using Fairclough’s three-dimensional framework, focusing on textual, interactional, and socio-cultural levels of analysis. The findings reveal four dominant discursive strategies of authority negotiation: directive authority enactment, mitigated authority negotiation, collaborative alignment, and culturally indexed deference. These strategies demonstrate that authority is not only exercised through direct control but also negotiated through politeness, interactional alignment, and culturally shaped deference. Based on these patterns, the study proposes the Hybrid Authority Negotiation Model (HANM), which conceptualizes authority as a dynamic interplay between institutional and cultural dimensions. The study concludes that academic discourse in thesis seminars is hybrid, context-dependent, and culturally mediated rather than purely hierarchical. The findings contribute theoretically by extending CDA toward a more culturally responsive framework and practically by informing more context-sensitive academic communication practices in higher education. This research highlights the importance of integrating cultural perspectives into discourse analysis and pedagogical design in increasingly globalized academic environments.
Sustaining Plurilingual Meaning-Making in Digital Music Ecologies: A Critical Multimodal Discourse Analysis of Intercultural Communication Practices Saiyidinal Firdaus
Journal of Linguistics and Social Studies Vol 3, No 1: 2026
Publisher : STAI Nurul Islam Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52620/jls.v3i1.349

Abstract

This study investigates how plurilingual meaning-making is sustained and reshaped within digital music ecologies through multimodal discourse practices. Grounded in a language ecology perspective and Critical Multimodal Discourse Analysis (CMDA), the research examines multilingual interactions across YouTube and Instagram, focusing on captions, comments, visual symbolism, and platform affordances. The findings reveal that plurilingual competence emerges as an adaptive ecological process in which linguistic, visual, and affective resources operate collaboratively to facilitate intercultural mediation. Rather than relying on fixed language boundaries, participants engage in translanguaging, symbolic alignment, and multimodal negotiation to construct shared interpretations across diverse cultural backgrounds. The analysis further demonstrates that algorithmic infrastructures and participatory practices play a significant role in shaping intercultural dialogue by amplifying certain communicative strategies while enabling localized linguistic expressions to coexist within global digital networks. The study contributes theoretically by integrating plurilingual competence and multimodality into a unified analytical framework, highlighting the importance of digital cultural spaces as informal sites of multilingual learning and mediation. Pedagogically and policy-wise, the findings suggest the need to reconceptualize multilingual education and language planning to account for multimodal literacies and technologically mediated communication practices.
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