The Linguistic Construction of Conformity: A Critical Analysis of Ideological and Multimodal Discourse

https://doi.org/10.36892/ijlls.v8i1.2480

Authors

  • Emil Theodoropoulos University of Ioannina, Greece
  • Stavroula Tsakanika University of Western Macedonia, Greece
  • Ioanna Boleti University of Western Macedonia, Greece

Keywords:

social semiotics, critical discourse analysis, normality, the “Other”, cinema

Abstract

This article examines how normalcy is produced and naturalized through linguistic and multimodal discourse practices, using Bernardo Bertolucci’s The Conformist (1970) as its case study. Grounded in Fairclough’s Critical Discourse Analysis (CDA) and social semiotics, the methodology involves a qualitative analysis of selected scenes to explore how dialogue, image, body posture, and spatial organization interact to reinforce the film's ideological framework. The findings demonstrate that the film articulates a model of normalcy grounded in discipline, conformity, and exclusion. Linguistically, this is achieved through generalizations, impersonal constructions, and moralized vocabulary that frame conformity not as a choice but as a universal necessity for stability. Multimodally, the film’s visual architecture encodes bodily regulation and containment, while the construction of the “Other”—specifically political dissidents and gender-nonconforming figures—serves to legitimize the authoritarian order. Ultimately, the article argues that tensions between the verbal and visual layers generate critical ruptures that expose and destabilize the mechanisms through which fascist imaginaries are normalized, positioning the film as a vital resource for developing critical language and visual literacy.

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Author Biographies

Emil Theodoropoulos, University of Ioannina, Greece

Emil Theodoropoulos is a philologist and researcher in the field of Applied Linguistics. His doctoral dissertation, which was conducted with a scholarship from the Hellenic Foundation for Research and Innovation (IKY), focused on linguistic representations of fear in journalistic discourse and their pedagogical significance. He teaches the Greek language at the University of Ioannina and also serves in secondary education. His research interests include language teaching in early childhood education, emergent reading and writing, special education, critical literacy, as well as the relationship between language, mass media, and social representations. He has participated in numerous research projects and conferences and has published articles in academic journals and edited volumes.

Stavroula Tsakanika, University of Western Macedonia, Greece

Stavroula Tsakanika is a kindergarten teacher with a permanent appointment in She holds two postgraduate degrees in Educational Sciences, with specializations in the teaching of Modern Greek Language and in Language and Children’s Literature, as well as undergraduate degrees in Educational Studies and in Philosophy–Pedagogy–Psychology. Her professional experience includes teaching Greek as a second/foreign language at the Center for the Teaching of Greek Language and Culture, where she has contributed to programs aimed at international learners. She has also worked for many years as a philologist in the private sector and has participated in additional support and remedial teaching programs. She has completed extensive training in areas such as curriculum development, skills-based learning, school psychology, special and intercultural education, and contemporary methods of synchronous and asynchronous distance learning. Her scholarly and professional interests focus on language education, early childhood pedagogy, and the integration of innovative teaching practices. She is proficient in English and has working knowledge of Italian.

Ioanna Boleti, University of Western Macedonia, Greece

Ioanna Boleti is a Primary Education teacher whose work lies at the intersection of language education, intercultural pedagogy, and inclusive teaching practices. She holds a Master’s degree in “Educational Sciences: Teaching Modern Greek Language” from the University of Western Macedonia, where she graduated with highest distinction, as well as an Honours Bachelor’s degree in Primary Education from the National and Kapodistrian University of Athens. Her academic and professional formation is further enriched by certifications in TESOL and extensive training in special education, human rights education, critical literacy, and digital learning. Her research contributions include conference presentations on critical literacy, media discourse, and the construction of the “Other” in mass culture, as well as pedagogical frameworks for fostering intercultural awareness and communication strategies among young learners. Her work integrates theoretical approaches from sociolinguistics, cultural studies, and pedagogy to design educational interventions that promote reflective, inclusive, and socially engaged learning. She currently teaches in public primary education, where she applies research-informed practices aimed at cultivating critical and creative thinking, active citizenship, and equitable participation for all students. Her academic interests further extend to discourse analysis, multimodal literacies, and curriculum design for culturally responsive classrooms.

Published

2026-01-04

How to Cite

Theodoropoulos, E., Tsakanika, S., & Boleti, I. (2026). The Linguistic Construction of Conformity: A Critical Analysis of Ideological and Multimodal Discourse . International Journal of Language and Literary Studies, 8(1), 262–277. https://doi.org/10.36892/ijlls.v8i1.2480

Issue

Vol. 8 No. 1 (2026): 2026 (1) In Press

Section

Articles
Copyright & Licensing

Copyright (c) 2025 Emil Theodoropoulos, Stavroula Tsakanika, Ioanna Boleti

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.