Metaphor Conceptualization

Constructing Theoretical Notions of L2 Writing Through Metaphor Conceptualization
Olga S. Villamil
Maria C.C. de Guerrero
In Applied Linguistics and Language Teacher Education. Bartels N. (ed)


The authors used metaphorical conceptualization to help teacher trainee to understand, clarify, reconsider, expand, and/ or change their own concepts of learning and teaching L2 writing.

Guiding Questions:
How teacher internalize and aware of all the changes in theoretical approaches of teaching of writing in both L1 and L2?
What beliefs do they develop as they are exposed to different approaches to writing?

Sociocultural theory, based on the work of Vygotsky (1986, 1978); (Lantolf, 2000; Well, 1999; Wertsch, 1991), provides a theoretical rationale for intervention in the construction of metaphorical conceptualizations of writing. Three important sociocultural theory concepts were mentioned in this research.

1. The notion of the zone of proximal development (ZPD) as a site of potential learning that is created when learners at all ages and levels collaborate in understanding a concept or solving a problem (Wells, 1999, p.331) Teachers in both in practice and training can develop understanding of teaching through reflective practice and collaboration with other teacher. Furthermore, the notion of ZPD implies that mediation is not limited to assistance by other human beings but may come in the form of socially constructed semiotic artefacts, such as books, maps, and diagram (p.331). The authors believe that metaphor is one of these semiotic artefacts that can serve as mediational tool in helping teachers progress in their thinking about writing and the teaching of writing.

2. The notion of internalization, the process by which intermental functioning in the form of social relations among individuals and interaction with socially constructed artefacts is turned inwards and transformed into intramental functioning. (Vygotsky, 1978). According to Ball (2000), teachers internalize concepts as they appropriate what others say and make it their own. Internalization implies going beyond the mere parroting others’ word to adopting positions of commitment to action and to envisioning the application of new theoretical concepts to practice (Ball, 2000, p.246-248). One way of studying internalization among teacher trainee is through the observation of teachers’ changes in discourse practices.

3. The notion of higher intellectual processes which are mediated by psychological tools (Wertsch, 1991) relates to the use of metaphor. The view of metaphor as a mediating psychological tool is consistent with the approach to metaphor as cognition (Lakoff& Johnson, 1980), which holds that metaphors are more than just ornamental ways of using the language; they are ways of knowing and thinking. Metaphors organize and shape the way we perceive our world by consistently linking one mental domain to another. Metaphors are also excellent tools for comprehending what is complex and incomprehensible in nature and experience (Gibbs, 1994), Studies have shown that metaphor is a useful way of bringing implicit assumptions to awareness, encouraging reflection, finding contradictions, and fostering change in educational beliefs and practices. (Guerrero & Villamil, 2000; Munby, 1987; Tobin, 1990)

Metaphor in this study functions as the chief mediator in the formulation and reformulation of notions on writing. An enlarged notion of intervention within the ZPD suggests that internalization and progression in cognitive development are also accomplished through reading and reflection, making beliefs explicit, and sharing ideas among classmates. Intervention is thus seen as the whole of those principles actions and resources taken up in order to foster change, reorient thinking, and broaden the understanding of writing.

According to Ball (2000), appropriation involves reconstruction and reflective commitment and not mindless repetition of others’ words. There were evidence of reflection and reconstruction as students oftentimes saw new meanings in their classmates’ metaphors or interpreted them differently. Furthermore, as Ball (2000) indicates, internalization among teachers also implies the articulation of plans of action reflecting personal commitment (p.253).

Participants viewed that the impact of metaphorical conceptualization had been insightful and beneficial. Conceptualizing and reflecting through metaphor moved novice teacher to concretize beliefs and make them explicit. Metaphor conceptualization helped students ‘crystallise and condense thinking’ – it forces them to look for exact words to say many things in one sentence’. The process of conceptualizing through metaphor evoked visual images in the participants which helped them concretize and synthesize their thoughts. Several participants reported that using metaphors helped them ‘visualize’ concepts.

The 15 week-long exercise on metaphorical conceptualization resulted in a variety of realizations that helped the teacher trainee understand, clarify, reconsider, expand, and/ or change their own concepts of learning and teaching writing.
Through metaphor, participants were able to link different conceptual domains to arrive at a better understanding of the ESL writer and teacher. Metaphors help connect prevailing concepts of writing and pedagogical approaches as participants imagined themselves teaching from a particular metaphor or tried to identify with corresponding stances/ paradigms. Metaphor helps teacher trainees to recognize their own style of teaching or their perspectives of writing and teaching writing. However, the conceptual restructuring that occur in the ZPD may not lead only to change but also ‘reproduce existing practices and values’. There might be more perpetuation of old beliefs than real change.

Conceptualizing through is a useful strategy because it allowed us to see development in our participants’ beliefs about writing and teaching L2 writing. However, researchers might want tot complement the technique with other instruments: literacy histories and interviews.

Metaphorical conceptualization, regarded as an intervention to participants’ beliefs about writing and teaching L2 writing, had impact on the following areas:
--- Promoting reflection and initiated changes at the theoretical level
--- Encouraging examination of beliefs and practices
--- Contributing to appropriation and internalization of socially shared concepts of writing
--- Aiding in the formulation of teachers’ roles and plans of action
--- Fostering a deep understanding of the social context of learning.