Abstract
The naming of the novel coronavirus was notably one of the most politically sensitive aspects of the pandemic. After former US President Donald Trump began using the term “Chinese Virus” in March 2020, partisans with different tribal affiliations in various countries and regions rushed to formulate arguments for and against using geographically marked and racially charged labels when referring to the virus. Informed by the principles of critical discourse analysis, this article analyses the naming of the virus in the US and Hong Kong, where similar practices of naming served the interests of very different political tribes and ideological agendas. It focuses on different aspects of meaning, i.e. analytic and synthetic, and the argumentation strategies various interpretive communities used to legitimize particular naming practices. It argues that it is not just certain practices of naming, but also certain practices of reasoning about names that comes to index different tribal loyalties.
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© 2024 Walter de Gruyter GmbH, Berlin/Boston
Articles in the same Issue
- Frontmatter
- Special Issue: Tribal Epistemologies and the discursive construction of COVID-19 knowledge; Guest Editor: Rodney H. Jones
- Disciplinary tribes and the discourse of mainstream media expert opinion articles: evidencing COVID-19 knowledge claims for a public audience
- Ways of seeing and discourse strategies of naming the novel coronavirus in the US and Hong Kong
- Who is our friend and who is our enemy? The enregisterment of tribalising digital discourse during the COVID-19 pandemic
- “By the way I want to give you some masks”: exploring multimodal stance-taking in YouTube videos
- Affective geographies and tribal epistemologies: studying abroad during COVID-19
- Editorial
- Tribal epistemologies and the discursive construction of COVID-19 knowledge
- Special Issue: Against Epistemological Theft and Appropriation; Guest Editors: Othman Z. Barnawi and Hamza R’boul
- The myopic focus on decoloniality in applied linguistics and English language education: citations and stolen subjectivities
- The bidirectionality of epistemological theft and appropriation: contrastive rhetoric in China
- Attempts at including, mediating and creating ‘new’ knowledges: problematising appropriation in intercultural communication education and research
- Epistemological theft and appropriation in qualitative inquiry in applied linguistics: lessons from Halaqa
- Can the subaltern speak in autoethnography?: knowledging through dialogic and retro/intro/pro-spective reflection to stand against epistemic violence
- The violence of literature review and the imperative to ask new questions
- Editorial
- Against epistemological theft and appropriation in applied linguistics research
- Special Issue: Art as social practice: language and marginality; Guest Editors: Roberta Piazza, Birgul Yilmaz and Charlotte Taylor
- ‘Art as social practice: language and marginality’: Special Issue of Applied Linguistics Review
- Objects are not just a thing – (re)negotiating identity through using material objects within the Kurdish diaspora in the UK
- “I am surprised they have allowed you in here to do this”: women’s prison writing as heterotopic space of narrative inclusion
- Walking with: understandings and negotiations of the mundane in research
- Translanguaging art – Questioning boundaries in Monika Szydłowska’s Do you miss your country?
- Reinventing the self through participatory art: writing and performing among rough sleepers
- Research Articles
- Expectation-practice discrepancies: a transcultural exploration of Chinese students’ oral discourse socialization in German academia
- Perceived teacher feedback practices, student feedback motivation and engagement in English learning: a survey of Chinese university students
- Incidental vocabulary learning from listening, reading, and viewing captioned videos: frequency and prior vocabulary knowledge
- A longitudinal study on lecture listening difficulties and self-regulated learning strategies across different proficiency levels in EMI higher education
- Secondary students’ L2 writing motivation and engagement: the impact of teachers’ instructional approaches and feedback practices
- Marked on the voice: the visibility experiences of Russian heritage migrants following the war against Ukraine
Articles in the same Issue
- Frontmatter
- Special Issue: Tribal Epistemologies and the discursive construction of COVID-19 knowledge; Guest Editor: Rodney H. Jones
- Disciplinary tribes and the discourse of mainstream media expert opinion articles: evidencing COVID-19 knowledge claims for a public audience
- Ways of seeing and discourse strategies of naming the novel coronavirus in the US and Hong Kong
- Who is our friend and who is our enemy? The enregisterment of tribalising digital discourse during the COVID-19 pandemic
- “By the way I want to give you some masks”: exploring multimodal stance-taking in YouTube videos
- Affective geographies and tribal epistemologies: studying abroad during COVID-19
- Editorial
- Tribal epistemologies and the discursive construction of COVID-19 knowledge
- Special Issue: Against Epistemological Theft and Appropriation; Guest Editors: Othman Z. Barnawi and Hamza R’boul
- The myopic focus on decoloniality in applied linguistics and English language education: citations and stolen subjectivities
- The bidirectionality of epistemological theft and appropriation: contrastive rhetoric in China
- Attempts at including, mediating and creating ‘new’ knowledges: problematising appropriation in intercultural communication education and research
- Epistemological theft and appropriation in qualitative inquiry in applied linguistics: lessons from Halaqa
- Can the subaltern speak in autoethnography?: knowledging through dialogic and retro/intro/pro-spective reflection to stand against epistemic violence
- The violence of literature review and the imperative to ask new questions
- Editorial
- Against epistemological theft and appropriation in applied linguistics research
- Special Issue: Art as social practice: language and marginality; Guest Editors: Roberta Piazza, Birgul Yilmaz and Charlotte Taylor
- ‘Art as social practice: language and marginality’: Special Issue of Applied Linguistics Review
- Objects are not just a thing – (re)negotiating identity through using material objects within the Kurdish diaspora in the UK
- “I am surprised they have allowed you in here to do this”: women’s prison writing as heterotopic space of narrative inclusion
- Walking with: understandings and negotiations of the mundane in research
- Translanguaging art – Questioning boundaries in Monika Szydłowska’s Do you miss your country?
- Reinventing the self through participatory art: writing and performing among rough sleepers
- Research Articles
- Expectation-practice discrepancies: a transcultural exploration of Chinese students’ oral discourse socialization in German academia
- Perceived teacher feedback practices, student feedback motivation and engagement in English learning: a survey of Chinese university students
- Incidental vocabulary learning from listening, reading, and viewing captioned videos: frequency and prior vocabulary knowledge
- A longitudinal study on lecture listening difficulties and self-regulated learning strategies across different proficiency levels in EMI higher education
- Secondary students’ L2 writing motivation and engagement: the impact of teachers’ instructional approaches and feedback practices
- Marked on the voice: the visibility experiences of Russian heritage migrants following the war against Ukraine