A Socio-Semiotic Analysis of Latino Migrants' Metaphorical Conceptualizations of Language Learning

Autor/inn/en	Veliz, Leonardo; Véliz-Campos, Mauricio
Titel	A Socio-Semiotic Analysis of Latino Migrants' Metaphorical Conceptualizations of Language Learning
Quelle	In: Journal of Latinos and Education, 21 (2022) 2, S.142-156 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Veliz, Leonardo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
DOI	10.1080/15348431.2019.1630285
Schlagwörter	Immigrants; Second Language Learning; English (Second Language); Concept Formation; Barriers; Learning Experience; Cultural Awareness; Foreign Countries; Figurative Language; Professional Identity; Self Concept; Identification (Psychology); Semiotics; Adjustment (to Environment); Acculturation; Social Problems; Aspiration; Australia; Latin America + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Concept learning; Begriffsbildung; Lernerfahrung; Cultural identity; Kulturelle Identität; Ausland; Selbstkonzept; Semiotik; Akkulturation; Social problem; Soziales Problem; Streben; Australien; Lateinamerika
Abstract	The present study is aimed at unpacking Latino migrants' metaphorical conceptualizations of their language learning trajectories as sites for construction and negotiation of their complex identities throughout the process of transnational migration. In particular, our work intends to describe and interrogate three adult Latino migrants' personal, linguistic and cross-cultural journeys as they experienced their English language learning in Australia. Informed by a qualitative approach, three data sets were gathered: (i) written narratives of personal, linguistic and cross-cultural challenges experienced throughout their trajectories in Australia; (ii) visual metaphors produced by the participants depicting metaphorically their language learning experiences; (iii) face-to-face interviews. The findings revealed the complex personal, cultural and linguistic processes, which have all contributed to re-shaping and negotiating their personal, social and professional identities over time. The metaphorical analysis of the respondents' spoken narratives and of their metaphorical visual images evidenced the presence of pervasive metaphors of 'disability" and "impairment" in their discourse. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01