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Articles

Metaphor instruction in the L2 Spanish classroom: theoretical argument and pedagogical program

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Pages 46-61 | Received 02 Oct 2013, Accepted 04 Feb 2014, Published online: 16 Jun 2014
 

Abstract

In this article we argue that figurative language, specifically realized as metaphor, must become an essential aspect of any pedagogical program. The ability to understand and produce appropriate metaphors in a second language can no longer remain on the margins of linguistic proficiency; on the contrary, without such ability a speaker cannot effectively express him or herself or comprehend fully what a native interlocutor may be intending to communicate. That is, to genuinely achieve an advanced level of proficiency it is necessary that a speaker develop a metaphorical capacity in the second language. We begin the article with a discussion of the theory of metaphor proposed by Lakoff and his colleagues. We explain the principal concepts of the theory that we believe to be relevant to second-language pedagogy. We then present some examples of materials from a pedagogical program that we have developed to teach metaphors that commu-nicate emotions and that use colors, animals and sports as source domains. Included among the materials are a dictionary of metaphors, classroom activities, and a teacher's guide to help instructors implement the activities.

En este artículo planteamos que el lenguaje figurado, específicamente en su forma metafórica, debería formar parte integral de cualquier programa de enseñanza de lenguas. La capacidad de entender y producir metáforas de manera correcta en una segunda lengua no puede ser un aspecto exclusivo del aprendizaje en los niveles avanzados. Sin el desarrollo de dicha capacidad, un hablante no podrá expresarse de manera eficaz ni comprender en su totalidad lo que le comunique un interlocutor nativo. Es decir, para alcanzar un nivel de usuario competente a nivel avanzado es necesario que el hablante vaya adquiriendo una capacidad metafórica en la segunda lengua. Empezamos nuestro análisis con una discusión de la teoría de la metáfora postulada por Lakoff y sus colegas, y explicamos los conceptos principales de dicha teoría, dado que estimamos que resulta relevante en relación con la enseñanza de segundas lenguas. A continuación, presentamos algunos ejemplos de materiales didácticos que hemos desarrollado para enseñar metáforas que transmiten emociones y que, en su origen, hacen uso de colores, animales y deportes. Entre los materiales se incluyen además un diccionario de metáforas, unas actividades de clase y una guía para ayudar a los docentes a llevar al aula estas actividades.

Acknowledgements

Research for this article was funded in part by a grant from the United States Department of Education Grant (CFDA 84.229, P229A100012). However, the arguments presented here do not necessarily represent the policy of the Department of Education, and one should not assume endorsement by the Federal Government. We also thank Julieta Fernández for her contribution to the Spanish component of CALPER's metaphor project.

Notes

1. Upper-case letters are used to indicate the psychological/conceptual aspect of a metaphor.

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