Abstract

This essay explores the intricate challenges surrounding the concept of religious signs in the context of secular French schools through a social-semiotic lens, drawing inspiration from Michael Halliday's Systemic-Functional Linguistics. It delves into the interplay of language and society, shedding light on three crucial metafunctions: ideational, interpersonal, and textual. The ideational function investigates how religious signs serve as semiotic tools for representing the world and interpreting human experiences. The interpersonal function helps to examine how these signs foster reaction among diverse groups within the school community. Furthermore, the essay scrutinizes the textual function's role in weaving these two functions into coherent discourse, enabling (or not) effective communication. Through an examination of these linguistic components, this essay unravels the complexities of navigating religious signs in French schools, providing insights into the broader socio-cultural dynamics and challenges faced in reconciling diverse religious perspectives with a secular educational system.