Analyzing Visual Grammar in Language Pedagogy: A Case of an Instagram ELT Account kampung_inggris.pare

Abstract

The rapid expansion of social media has transformed how English language teaching and learning are represented, promoted, and experienced beyond conventional classroom environments. Instagram provides English language education providers with a multimodal space in which linguistic, visual, spatial, and interpersonal resources can be integrated to construct pedagogical meanings. This study examines how visual grammar is employed in the Instagram content of Kampung Inggris Mr Mark, an English-language learning institution in Indonesia. Drawing on Kress and van Leeuwen’s social semiotic theory of visual grammar, the study analyses three dimensions of visual meaning: representational, interactive, and compositional. A qualitative multimodal discourse analysis is employed to investigate selected Instagram posts representing English-learning activities, teachers, students, instructional messages, institutional identity, and promotional-pedagogical content. The analysis focuses on visual participants, narrative and conceptual processes, gaze, social distance, perspective, modality, and information value. The study is expected to demonstrate how Instagram posts construct English learning as an accessible, social, participatory, and visually engaging practice. It further investigates the relationship between pedagogical messages and institutional branding, particularly how educational content simultaneously functions as instructional material and promotional communication. The study contributes to research on multimodal language pedagogy by demonstrating how social media visuals can operate as pedagogical resources and how visual grammar can provide a systematic framework for examining meaning-making in digital ELT environments