The role of multi-modal posters in curbing COVID-19 in Ghana


  • Raymond Amoakwah University Of Ghana
  • Catherine Ekua Mensah Department of Ghanaian Languages and Linguistics, University of Cape Coast


COVID-19, Ghana, multimodality, posters, semiotic resources


This study sought to investigate how the application of multimodality in COVID-19 related posters contributed to the prevention and control of the spread of the disease in Ghana. Using random sampling technique, twenty participants were interviewed on COVID-19 related posters taken from hospital environments, church premises, secondary schools and university campuses, notice boards and doors of offices, their responses were analysed and discussed. It was revealed that the colours, images, inscriptions, and the nature of the letters (the use of lowercase and uppercase letters) contributed greatly in creating meaning and understanding about the disease, its effects and its preventive measures. Depending on what the poster was intended to achieve, a particular multimodal technique tried to project some information as more crucial in the awareness creation about the disease. Again, the study revealed that, posters involving multimodal communication acted as reinforcers, reminders, prompters and checkers on people in observing the COVID-19 safety protocols. Applying multiplicity of codes in one communication channel (poster) ensured social activities, exploration of cultural, social, and societal contents and topics, and the development of social relationships which occurs through various communication channels, ranging from linguistic to visual performative expression. Thus, the study confirmed the view that multimodal and semiotic resources have great impact on representing or constructing reality through artistic practices and addressing social meanings and representations that go beyond speech.


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How to Cite

Amoakwah, R., & Mensah, C. E. (2022). The role of multi-modal posters in curbing COVID-19 in Ghana. Journal of Linguistics and Foreign Languages, 3(1). Retrieved from