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Part of
Elicited Metaphor Analysis in Educational Discourse
Edited by Wan Wan and Graham Low
[Metaphor in Language, Cognition, and Communication 3] 2015
► pp. 239–264

Metaphorical conceptualizations and classroom practices of instructors teaching an accelerated postsecondary developmental literacy course

 | The Community College of Baltimore County, Maryland
for sociocultural models of instruction, postsecondary developmental literacy courses across the U.S. are being redesigned to better meet student needs. This chapter examines the relationship between the metaphorical conceptualizations of academic literacy and the classroom practices of instructors teaching in this new context. Using conceptual metaphor analysis, the chapter addresses the following questions: (1) What are the instructors’ metaphorical conceptualizations of academic literacy? (2) How do these metaphorical conceptualizations relate to the curricular and pedagogical techniques employed by these instructors in an accelerated developmental literacy course? And (3) to what extent are the metaphorical conceptualizations and classroom practices consistent with sociocultural models of literacy and learning?
Keywords: academic literacy, acceleration, educational research, elicited metaphor, metaphor, postsecondary developmental literacy, sociocultural literacy and learning theory
Published online: 2 July 2015
DOI logo
https://doi.org/10.1075/milcc.3.10wil
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Cited by (1)

Cited by one other publication

Wan, Wan & Sarah Turner
2018. Applying metaphor analysis to academic literacy research. Metaphor and the Social World 8:2 ► pp. 286 ff. DOI logo

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