Elicited Metaphor Analysis in Educational Discourse

Editors
| National Hua qiao University
| University of York
HardboundAvailable
ISBN 9789027202079 | EUR 95.00 | USD 143.00
 
e-Book
ISBN 9789027268433 | EUR 95.00 | USD 143.00
 
The ability to recognise, discuss and evaluate one’s educational beliefs and working practices in metaphoric terms has for several years been seen as a highly valuable tool for increasing self-awareness, facilitating learning (or teaching), and/or predicting behaviour. This is the first edited book solely devoted to the topic of researching elicited metaphor in education, and brings together key researchers from China, Poland, Puerto Rico, South America, UK and USA. The 12 chapters involve overviews and state-of-the-art articles, articles focussing on methodology and validation, as well as reflections on the effectiveness of techniques and research reports of recent empirical studies. The bulk of the articles relate to literacy (L1 and L2) and teacher education, but science education is also addressed. The book offers useful models for academics, professionals and PhD students in these areas, and provides solutions for improving the validity of elicited metaphor techniques in educational research.
Publishing status: Available
Table of Contents
Conventions
vii
Acknowledgement
ix
Introduction
Wan Wan and Graham Low
1–12
Researching elicited metaphor in educational contexts
A practical validation model for researching elicited metaphor
Graham Low
15–37
Methodological approaches and strategies for elicited metaphor-based research: A critical review
Eulsun Seung, Soonhye Park and Jinhong Jung
39–64
A hybrid methodology of linguistic metaphor identification in elicited data and its conceptual implications
Ariadna Strugielska
65–92
Metaphor analysis in L2 education: Insights from data-based research
María C.M. de Guerrero and Olga Villamil
93–115
Specific collection, validation and analysis methods
Retrospective Metaphor Interviews as an additional layer in elicited metaphor investigations: Bridging conceptualizations and practice
Sonya L. Armstrong
119–138
Crowdchecking conceptual metaphors: How principals and teachers frame the principal’s role in academics through metaphor
Hope Smith Davis, A. Bruce Watson and Michelle Bakerson
139–165
The role of metaphors in novice and experienced L2 instructors’ classroom practice
Gabriela C. Zapata
167–186
Testing the power of research instruments
Researching academic literacy metaphors: Development and use of the modified “What was school like?” elicitation instrument
Donita Shaw and Marc Mahlios
189–212
Developing critical thinking in academic writing through a metaphor elicitation technique: An exploratory study
Wan Wan
213–237
Metaphorical conceptualizations and classroom practices of instructors teaching an accelerated postsecondary developmental literacy course
Jeanine L. Williams
239–264
Beyond “elicit and run” metaphor research: Why conversations within and between levels of participants matter
Gwen Hart
265–288
Chilean preservice teachers’ metaphors about the role of teachers as professionals
Paola Alarcón, Claudio Díaz and Jorge Vergara
289–314
Index of names
315–319
Index of terms
321–329
Cited by

Cited by other publications

Blau, Ina, Ronen Grinberg & Tamar Shamir-Inbal
2018. Pedagogical Perspectives and Practices Reflected in Metaphors of Learning and Digital Learning of ICT Leaders. Computers in the Schools 35:1  pp. 32 ff. Crossref logo
Frizelle, Kerry
2020. Using personal history to (re)envision a praxis of critical hope in the face of neoliberal fatalism. International Journal of Qualitative Studies in Education  pp. 1 ff. Crossref logo
Sun, Ya, Guangsa Jin, Yingli Yang & Jingjing Zhao
2018. Metaphor Use in Chinese and American CSR Reports. IEEE Transactions on Professional Communication 61:3  pp. 295 ff. Crossref logo
Tabata-Sandom, Mitsue, Yoshie Nishikawa & David Ishii
2020. Metaphorical conceptualizations of language learning by post-tertiary learners of Japanese. System  pp. 102335 ff. Crossref logo
van den Heerik, Romy A.M., Christian Burgers, Ellen Droog & Melanie Jong Tjien Fa
2020. Thinking out of the box. Internet Pragmatics 3:1  pp. 64 ff. Crossref logo

This list is based on CrossRef data as of 24 september 2020. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Subjects
BIC Subject: CJA – Language teaching theory & methods
BISAC Subject: FOR000000 – FOREIGN LANGUAGE STUDY / General
U.S. Library of Congress Control Number:  2015011113