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This case study used metaphor analysis to gain insight on the conceptualizations of literacy informing six English Language Arts educators' understanding of the meaning and goals of U.S. literacy education today. While findings indicated literacy's functional aspect as the most prominent metaphoric conceptualization employed, the teachers' use of alternate metaphors to highlight the value of literacy learning beyond its pragmatic outcomes suggests that U.S. literacy education reform may be out of step with the pedagogical goals teachers have for their students. The article concludes with a discussion of the pedagogical implications suggested by the study findings.It is important to see that we don't just talk about arguments in terms of war. We can actually win or lose arguments. We see the person we are arguing with as an opponent. We attack his positions and we defend our own. … Though there is no physical battle, there is a verbal battle, and the structure of an argument reflects this. It is in this sense that the ARGUMENT IS WAR metaphor is one that we live by in this culture: it structures the actions we perform in arguing. Lakoff & Johnson (1980, Metaphors We Live By, p. 4) This investigation into the metaphorical language use of six literacy educators begins by calling to mind Lakoff and Johnson's (1980) famous example, the ARGUMENT IS WAR metaphor. In the passage above, the authors not only dispense with the idea that metaphors are mere figures of speech, but also posit the unconventional standpoint that metaphorical expressions organize the way people think, talk, and act. "The concept of ARGUMENT," they explain, "is partially structured, understood, performed, and talked about in terms of WAR" (p. 5, emphasis in original). Implicit in Lakoff and Johnson's contention that the ARGUMENT IS WAR metaphor is one we "live by" in Western culture is their suggestion that an identifiable relationship exists between an individual's use of metaphorical language and his/her apprehension of and participation in social reality. Plainly put, metaphorical expressions do not simply reflect reality, but instead partially constitute that reality. And while Lakoff and Johnson are careful to avoid the argument that words alone can radically or permanently alter reality, their theory is clearly
This case study used metaphor analysis to gain insight on the conceptualizations of literacy informing six English Language Arts educators' understanding of the meaning and goals of U.S. literacy education today. While findings indicated literacy's functional aspect as the most prominent metaphoric conceptualization employed, the teachers' use of alternate metaphors to highlight the value of literacy learning beyond its pragmatic outcomes suggests that U.S. literacy education reform may be out of step with the pedagogical goals teachers have for their students. The article concludes with a discussion of the pedagogical implications suggested by the study findings.It is important to see that we don't just talk about arguments in terms of war. We can actually win or lose arguments. We see the person we are arguing with as an opponent. We attack his positions and we defend our own. … Though there is no physical battle, there is a verbal battle, and the structure of an argument reflects this. It is in this sense that the ARGUMENT IS WAR metaphor is one that we live by in this culture: it structures the actions we perform in arguing. Lakoff & Johnson (1980, Metaphors We Live By, p. 4) This investigation into the metaphorical language use of six literacy educators begins by calling to mind Lakoff and Johnson's (1980) famous example, the ARGUMENT IS WAR metaphor. In the passage above, the authors not only dispense with the idea that metaphors are mere figures of speech, but also posit the unconventional standpoint that metaphorical expressions organize the way people think, talk, and act. "The concept of ARGUMENT," they explain, "is partially structured, understood, performed, and talked about in terms of WAR" (p. 5, emphasis in original). Implicit in Lakoff and Johnson's contention that the ARGUMENT IS WAR metaphor is one we "live by" in Western culture is their suggestion that an identifiable relationship exists between an individual's use of metaphorical language and his/her apprehension of and participation in social reality. Plainly put, metaphorical expressions do not simply reflect reality, but instead partially constitute that reality. And while Lakoff and Johnson are careful to avoid the argument that words alone can radically or permanently alter reality, their theory is clearly
Abstracthis study explored faculty conceptions about reading and writing, the student body, reasons for student lowperformance as well as their declared teaching practices aimed at helping students to better understand readings and write academic texts. he objective was to understand what type of professors' conceptions contributed with a more inclusive attitude towards irst-year students. Content analysis from data gathered from in-depth interviews indicates that professors who acknowledged the complexity of the reading and writing processes tend to be more inclusive and to use reading and writing to teach and not just to evaluate. hose who taught writing courses tended to consider writing as a general skill, transferable to other contexts and spheres of knowledge. Less-inclusive teachers, explaining why they did not ofer guidance or proposed remedial solutions, claimed that students should already have mastered academic reading and writing when entering the university and that teaching these skills implied being overprotective and not allowing them to mature.
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