Polylingual Meaning-Making across Domains, Genres, and Media
Edited By Amei Koll-Stobbe
Speech practices as discursive practices for meaning-making across domains, genres, and social groups is an under-researched, highly complex field of sociolinguistics. This field has gained momentum after innovative studies of adolescents and young adults with mixed ethnic and language backgrounds revealed that they «cross» language and dialectal or vernacular borders to construct their own hybrid discursive identities. The focus in this volume is on the diversity of emerging hybridizing speech practices through contact with English, predominantly in Europe. Contributions to this collected volume originate from the DFG funded conference on language contact in times of globalization (LCTG4) and from members of the editor’s funded research group «Discursive Multilingualism».
Wanted alive, not dead: The case for metaphor in the classroom
Abstract: Metaphor has garnered much scholarly attention since the arrival of cognitive linguistics as a theoretical framework. And yet a survey of language textbooks and teaching methodologies indicates that – aside from a number of pilot projects employing metaphor in the classroom – the tremendous gains in our understanding of how metaphor lies at the core of natural human languages have failed to translate into revamping and enhancing the ways in which we teach learners foreign language. If metaphor finds its ways into language teaching at all, it is often done in a haphazard and piece-meal fashion. This article argues that language teaching devoid of a systematic approach to teaching metaphor is incomplete and, as demonstrated by analyses of standardized testing results, presents students with problems as they advance in their language studies.
Keywords: metaphor, cognitive linguistics, classroom, language teaching
1 Metaphor: The fringe candidate
“My instructor for third-semester intensive German was the other tenured professor in the department…who seemed hard-pressed to speak in sentences shorter than three hundred words. The grammar we were supposed to review didn’t greatly interest [him]. On the first day of class, he looked at his materials, shrugged, said, ‘I’m guessing you’re all familiar with this,’ and embarked on a rambling discussion about colorful and seldom-heard German idioms. The following week, twelve of the fourteen students in the class signed a petition in which they threatened to quit unless [he] was removed…” (130).
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