Metaphors We Teach By: Examining Teacher Conceptualizations of Literacy in the English Language Arts Classroom.
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| Title: | Metaphors We Teach By: Examining Teacher Conceptualizations of Literacy in the English Language Arts Classroom. |
|---|---|
| Authors: | KENDALL THEADO, CONNIE1 |
| Source: | Language & Literacy: A Canadian Educational E-Journal. 2013, Vol. 15 Issue 2, p20-39. 20p. |
| Subject Terms: | *English language education, *Literacy, *English teachers, Metaphor, United States education system |
| Abstract: | 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. [ABSTRACT FROM AUTHOR] |
| Copyright of Language & Literacy: A Canadian Educational E-Journal is the property of Language & Literacy and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 91566405 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Metaphors We Teach By: Examining Teacher Conceptualizations of Literacy in the English Language Arts Classroom. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22KENDALL+THEADO%2C+CONNIE%22">KENDALL THEADO, CONNIE</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Language+%26+Literacy%3A+A+Canadian+Educational+E-Journal%22">Language & Literacy: A Canadian Educational E-Journal</searchLink>. 2013, Vol. 15 Issue 2, p20-39. 20p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22English+language+education%22">English language education</searchLink><br />*<searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22English+teachers%22">English teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Metaphor%22">Metaphor</searchLink><br /><searchLink fieldCode="DE" term="%22United+States+education+system%22">United States education system</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Language & Literacy: A Canadian Educational E-Journal is the property of Language & Literacy and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=91566405 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.20360/G2B01Z Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 20 Subjects: – SubjectFull: English language education Type: general – SubjectFull: Literacy Type: general – SubjectFull: English teachers Type: general – SubjectFull: Metaphor Type: general – SubjectFull: United States education system Type: general Titles: – TitleFull: Metaphors We Teach By: Examining Teacher Conceptualizations of Literacy in the English Language Arts Classroom. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: KENDALL THEADO, CONNIE IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: 2013 Type: published Y: 2013 Identifiers: – Type: issn-print Value: 14960974 Numbering: – Type: volume Value: 15 – Type: issue Value: 2 Titles: – TitleFull: Language & Literacy: A Canadian Educational E-Journal Type: main |
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