A Semiotic Analysis of Symbolism and Persuasion as Communication Strategies on Some Educational Billboards in Buea-Cameroon

Abstract

For many semioticians and cultural critics, it is always difficult to decode the meanings of billboard texts and symbols due to cultural differences. This paper investigates the texts, symbols and persuasive elements on some educational billboards in Buea-Cameroon, with a view to determining the meanings they communicate. The paper employs the semiotic theory of De Saussure and Barthes’ theory of myth to highlight the meaning which educational billboards communicate through persuasion and symbolism to lure potential clients to patronize the schools. From a cultural perspective, critics would question the aesthetic aspects of the symbols and texts based on their values. However, semiotics enquires into the way meaning is created by texts and symbols and not simply investigating what the meaning is. In terms of method, fifteen (15) educational billboards were subjected to qualitative analysis using the descriptive method. The findings revealed four semiotic elements viz: textual, plastic arts, iconic, linguistic and contextual. On the textual elements, we discovered that font size, font type and colour are given prominence. Plastic arts consist of construction through shapes, spatial composition, and texture. Iconic elements were revealed by pictures of kids and students on billboards. Linguistic features recognized metaphors and alliteration that couched the meaning of the words graphically inscribed on billboards. Contextual features were represented through symbolic messages silently being passed across based on the contemporary needs of the public. Though persuasive language and connotative symbols are deployed on billboards to project the school’s reputation, one still requires basic knowledge of culturally oriented symbols to navigate through any sociolinguistic landscape.