Et kronotopisk møde mellem konceptuelle metaforer

Abstract

This qualitative ethnographic Ph.D.-dissertation explores how lower second grade students understand and interpret the connection between conceptual metaphors and chronotopic discursive frames and whether this understanding enhances their literacy development. Twelve students interpreted six texts by canon-authors. Firstly, they participated in ethnographic interviews to explore the students' thoughts about time, space, and social context. Subsequently, they participated in group-interpretations. Through the analysis method Biliteracy metaphor analysis, the study showed that students recognized conceptual metaphors across the canontexts, for example LIFE AS A PRISON, but the majority found it difficult to connect these with the text's chronotopic frameworks and social D/discourses. Students who understood the connection reflected the feeling of confinement and contributed to different or new conceptualizations of their own similar time-and-space experiences. The results call for an approach that teaches the connection between conceptual metaphors and chronotopic discursive frames and invites metaphorizations, regardless of cultural and linguistic background.