Beyond Words: Silence as an Illocutionary Act

Abstract

This paper explores silence as an illocutionary act within the context of Kenyan school assembly discourse, guided by Searle’s Speech Act Theory. Drawing on thirty two observed instances of silence collected from various school assembly events, the study explores how moments of deliberate silence function communicatively. This paper finds out that silence takes expressive, assertive, directive, commissive and declarative functions. Silence is not a mere absence of speech in school assemblies as it expresses disappointments, solidarity, enables cognitive uptake, elicit compliance of directives, facilitates implicit commitments and it is also a sign of following performative declarations. These interpretations were arrived at based on contextual cues, sequential position in discourse, and observable audience and speaker behavior. Each silence was analyzed using Searle’s felicity conditions to determine its illocutionary force. The findings underscore that silence is not merely the absence of speech but is a strategic communicative resource embedded within the institutional and cultural routines of school life. The study contributes to the broader field of pragmatics by demonstrating that silence carries a distinct illocutionary force and should be recognized by linguists as a legitimate speech act in its own right.