Framing language behaviour: The role of YouTube in early childhood learning

Abstract

The main focus of this study is YouTube’s control over young learners’
language behavior. This study aims to identify a form of YouTube language
that is particularly discordant with the cultural identity of Indonesians and to
investigate its impact on the language usage patterns of high school students.
This research produced a formula describing how YouTube’s language
dominates and affects young English learners’ language behavior. This research
employs two theoretical frameworks. The first framework is Gramsci’s theory
of Hegemony, which examines the existence of power relations. The second is
framing theory, which delineates the technical aspects of hegemonic framing
in YouTube content intended for young learners. This study used qualitative,
descriptive, and phenomenological approaches. We gathered data on these
phenomena by delivering a questionnaire to parents. We also conducted
interviews with school teachers and kindergarten students who were the focus
of the study. This research aims to find out how this YouTube Hegemony is
framing young English learners’ language behavior. The research outcomes
showed that almost every parent who participated admitted that their children’s
English language behavior is significantly influenced by YouTube language.
The language used on YouTube can potentially dominate young English
learners’ language skills, thus, over time, leading to young learners developing
language abilities that relate to the content they see.