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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.
List of contents
List of FiguresList of TablesAbout the editorsList of ContributorsAcknowledgementsPart I. Introduction Chapter 1. An Introduction to Conceptual Metaphor Theory in World Language Education
Ida Chavoshan and Loretta FernándezPart II. CMT Applications in English Language ClassroomsChapter 2. Conceptual Metaphor Theory Research in Learning English as a Foreign Language
Talar KaloustianChapter 3. Teaching the Concept of Conceptual Metaphor for Learners' L2 English Development in Academic Communication
Tianfang WangChapter 4. Metaphorical Visualizations: From Rhetorical Moves to Sentence Structure in Teaching English to English Language Learners
Eva W¿grzecka-KowalewskiChapter 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 KolenichPart III. CMT Applications in World Language ClassroomsChapter 7. Understanding Conceptual Metaphors and Gesture for Second Language Learners in Elementary Classrooms: A Sociocultural Theoretical Perspective
Alessandro Rosborough and Jennifer WimmerChapter 8. Teaching Metaphors in Spanish as a Second Language: Research, Classroom Resources and a Critical Pedagogical Approach
Erika Abarca Millán and Rosa Bahamondes RiveraChapter 9. Using Comparative Metaphor in French
Brett David WellsChapter 10. Spiral Development of Metaphorical Competence: A Concept-Based Language Instructional Approach to Teaching Animal Metaphors in Chinese as a Foreign Language
Shuyuan LiuPart IV. CMT Applications in Higher Education ClassroomsChapter 11. Arabic as a Second Language and Teaching Metaphors: Teachers' Perceptions
Abedal-mutaleb Al-zuweiriChapter 12. Multimodal Metaphors of Linguistic Diversity: Language Teachers' Examination of Language Use and Identity
Loretta Fernández, Francis John Troyan, Daniel Scott Ferguson, and Yuseva IswandariChapter 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-GuzmánPart V. ConclusionsChapter 14. Conceptual Metaphors in World Language Education: At the Crossroads of Cognitive Linguistics and Education
Loretta Fernández and Ida ChavoshanIndex
About the author
Ida Chavoshan is a 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.
