School Memes Reflection of Learning Experiences: A Multimodal Discourse Analysis

Abstract

This study employs Multimodal Discourse Analysis (MDA) and Systemic Functional Linguistics (SFL) to examine how Instagram memes construct meaning in real-world learning experiences through the interplay of language and visual elements. Focusing on school memes, the research explores how humor, informal language, pop culture references, and visual composition work together to convey student experiences, academic challenges, and social critique. Findings reveal distinct sociolinguistic patterns such as code-switching, in-group language, and resistance to institutional authority, demonstrating how memes function as tools for identity construction, peer solidarity, and digital learning. The study highlights the role of memes in shaping contemporary educational discourse and encourages further exploration of their pedagogical and communicative potential.