This edited collection explores the scholarly and pedagogical implementations of Conceptual Metaphor Theory (CMT) in world language education. The book aims to provide a comprehensive exploration of CMT’s role in world language education, offering guidance and inspiration for both researchers and practitioners in the field.
This edited collection explores the scholarly and pedagogical implementations of Conceptual Metaphor Theory (CMT) in world language education. The chapters offer a diverse range of theoretical and pedagogical perspectives as well as methodologies aiming to achieve the following objectives:
- Introduce novice linguists, novice researchers, and pre-service language teachers to CMT, its extensions, and its applications, while providing an overview of the current state of the discipline;
- Shed light on new research and pedagogical practices for linguists, researchers, and language educators at all levels;
- Present theoretically founded and research-based examples of the pedagogical application of CMT across multiple world languages, including English, French, Mandarin, and Spanish;
- Highlight the experiences and perspectives of practitioner educators who have implemented CMT in world language education.
By addressing these objectives, the book aims to provide a comprehensive and insightful exploration of CMT’s role in world language education, offering guidance and inspiration for both researchers and practitioners in the field.
List of Figures
List of Tables
About the Editors
List of Contributors
Acknowledgements
Part I. Introduction
Chapter
1. Conceptual Metaphor Theory in World Language Education: An
Introduction
Ida Chavoshan and Loretta Fernández
Part II. CMT Applications in English Language Classrooms
Chapter
2. Conceptual Metaphor Theory Research in Learning English as a
Foreign Language
Talar Kaloustian
Chapter
3. Teaching the Concept of Conceptual Metaphor for Learners L2
English Development in Academic Communication
Tianfang Wang
Chapter
4. Metaphorical Visualizations: From Rhetorical Moves to Sentence
Structure in Teaching English to English Language Learners
Eva Wgrzecka-Kowalewski
Chapter
5. Unpacking the Structure of a Biomedical Research Paper: A
Conceptual Metaphor-Based Approach
Molly Xie Pan and Dandan Xie
Chapter
6. Conceptual From the Start: A Beginner-Level Phrasal Verb
Curriculum for English Language Teachers
Ida Chavoshan and Peter Kolenich
Part III. CMT Applications in World Language Classrooms
Chapter
7. Understanding Conceptual Metaphors and Gesture for Second Language
Learners in Elementary Classrooms: A Sociocultural Theoretical Perspective
Alessandro Rosborough and Jennifer Wimmer
Chapter
8. Teaching Metaphors in Spanish as a Second Language: Research,
Classroom Resources, and a Critical Pedagogical Approach
Erika Abarca Millán and Rosa Bahamondes Rivera
Chapter
9. Using Comparative Metaphor in French
Brett David Wells
Chapter
10. Spiral Development of Metaphorical Competence: A Concept-Based
Language Instructional Approach to Teaching Animal Metaphors in Chinese as a
Foreign Language
Shuyuan Liu
Part IV. CMT Applications in Higher Education Classrooms
Chapter
11. Arabic as a Second Language and Teaching Metaphors: Teachers
Perceptions
Abedal-mutaleb Al-zuweiri
Chapter
12. Multimodal Metaphors of Linguistic Diversity: Language Teachers
Examination of Language Use and Identity
Loretta Fernández, Francis John Troyan, Daniel Scott Ferguson, and Yuseva
Ariyani Iswandari
Chapter
13. Metaphors of Latinidad: What Graduate Students Say About Being
Latinx and the Pedagogical Implications for Culture and Language Learning
Loretta Fernández and Lisa Ortiz-Guzmán
Part V. Conclusions
Chapter
14. Conceptual Metaphors in World Language Education: At the
Crossroads of Cognitive Linguistics and Education
Loretta Fernández and Ida Chavoshan
Index
Ida Chavoshan is Clinical Associate Professor in Liberal Studies at New York University.
Loretta Fernández is a World and Heritage Language Assistant Professor of Practice at the University of Pittsburgh, Department of Teaching, Learning, and Leading.
