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Address forms and self-reference practices in Kenya

A semio-cultural conceptualization perspective

Bibliographic Data

ID21200926
AuthorsMohammad Hossein Keshavarz (0000-0002-7323-8752, University of Ibadan), Maureen Kajuju Murori Panagiotou (Pan-Atlantic University)
Year2026
Volume17
Issue2
Pages245-267
Publication date2026-03-03
Open AccessYes
TypeARTICLE
VenuePragmatics and Society (JOURNAL)
Journal identifiersISSN: 1878-9714 • E-ISSN: 1878-9722
PublisherJohn Benjamins Publishing Company (PUBLISHER • NL)
DOI10.1075/ps.23091.kes
OpenAlexW4414352970
LanguageEN
References cited19

Previous research on address forms has largely focused on the effect of sociolinguistic variables on address practices. Yet, to the best of the authors’ knowledge, no study has investigated this phenomenon from a semio-cultural conceptualization perspective within the Kenyan context. Thus, the current study aims to fill this gap by exploring how address forms and self-reference terms in Kenya are culturally conceptualized. The data for this study were drawn from three popular Kenyan TV dramas: Vioja Mahakamani , The Real Housewives of Kawangware , and Selina . The episodes were viewed multiple times, and instances of address forms and self-reference terms were identified and analyzed. The findings indicate that these linguistic forms are deeply entrenched in Kenyan culture and reflect semio-cultural conceptualizations such as cultural schemas, emotion schemas, and cultural categories. These conceptualizations, in turn, express aspects of gender identity, age-related norms, and social status. The study underscores the value of a semio-cultural conceptualization approach in understanding the complex interplay between language and culture. It also recommends that future research continue exploring the linguistic expressions of cultural practices in Kenya and other sociocultural settings

Conceptualization · Cultural values · Kenya · Phenomenon · Sociocultural evolution · EFL/ESL Teaching and Learning · Language, Discourse, Communication Strategies · Multilingual Education and Policy

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