Figurative Language and Multicultural Education: Metaphors of Language Acquisition and Retention

Autor/in	Erdmann, Susan
Titel	Figurative Language and Multicultural Education: Metaphors of Language Acquisition and Retention
Quelle	In: Journal of Multilingual and Multicultural Development, 37 (2016) 2, S. 184-198Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2015.1053810
Schlagwörter	Forschungsbericht; Test; Fragebogen; Figurative Language; Multilingualism; Second Language Learning; Correlation; Secondary School Students; English (Second Language); Second Language Instruction; Foreign Countries; Language Attitudes; Writing (Composition); Criticism; Language Usage; Retention (Psychology); Student Attitudes; Immigrants; Norwegian; Self Concept; Language Maintenance; Native Language; Teaching Methods; Norway + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Zweitsprachenerwerb; Korrelation; Sekundarschüler; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Ausland; Sprachverhalten; Schreibübung; Kritik; Sprachgebrauch; Merkfähigkeit; Schülerverhalten; Immigrant; Immigrantin; Immigranten; Norwegisch; Selbstkonzept; Sprachpflege; Teaching method; Lehrmethode; Unterrichtsmethode; Norwegen
Abstract	Linguistics has long recognised that figurative language in the form of metaphorical expressions structures and communicates attitudes towards the ideas and concepts being expressed and that multilingual students also employ linguistic figures frequently in their writing. In this study, multilingual students use figurative language to both critique and describe experiences related to language acquisition and retention. Faced with the task of using three or more languages, the L3 English language students studied often turn to metaphor to describe the relationships between their languages and the different contexts in which they use the linguistic resources available to them. The following article examines the English writing produced by nine immigrant students in an all immigrant Norwegian upper secondary school class. The students employ spatial figures to describe the complex linguistic landscape they inhabit, drawing upon the domains of architecture and embodiment to represent their experiences in multilingual Scandinavia. (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01