Biliteracy Metaphor Analysis: Examining multilingual, multicultural pupils' interpretation of canon literature

Bidragets oversatte titel: Biliteracy Metafor Analyse: : Undersøgelse af flersprogede, multikulturelle elevers fortolkning af kanonlitteratur

Mia Kaasby*, Nancy Hornberger

*Corresponding author af dette arbejde

Publikation: Bidrag til tidsskrift/Konferencebidrag i tidsskrift /Bidrag til avisTidsskriftartikelForskningpeer review

Abstract

This article unfolds and argues for Biliteracy Metaphor Analysis (BMA), a
methodology for examining the interpretation and use of metaphors in
canon literature in a biliteracy context, in this case the canon of Danish
literature read and interpreted by multilingual students in a 9th grade
classroom. BMA combines Spradley’s ethnographic framework
with conceptual blending theory, Bakhtin’s theory of the literary
chronotope, and Hornberger’s continua of biliteracy. Applicability of the
methodology will be analyzed, exemplified and discussed based on a
contextual background consisting of monolingual, bilingual and
multilingual pupils interpreting the inherent conceptual metaphors of
chronotopes in texts by authors belonging to the canon of Danish
literature. Examples from the (first) author's previous Master’s thesis will
be used to illustrate possible contributions of the methodology when
analyzing literacy acquisition.
Bidragets oversatte titelBiliteracy Metafor Analyse: : Undersøgelse af flersprogede, multikulturelle elevers fortolkning af kanonlitteratur
OriginalsprogEngelsk
TidsskriftJournal of Language, Identity & Education
Antal sider17
DOI
StatusE-pub ahead of print - 2022

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