Understandings and misunderstandings of metaphors and images in science textbooks among minority students in Norwegian primary schools
DOI:
https://doi.org/10.21344/iartem.v3i2.788Palavras-chave:
Literacy, Metaphor, Multimodality, CommunicationResumo
On the basis of ongoing research on student’s reading of textbooks in natural science we want to discuss how metaphors and images are understood and not understood by students from cultural project is financed by the and linguistic minorities in primary school. Our literacy Norwegian Research Council (NFR) and conducted in a primary school with more than 75 % students from cultural minorities. We will give some examples from observations in the classrooms and interviews of students in pairs in order to show how the use of images and language, and especially verbal and visual metaphors create understanding and/or confusion. We will also discuss how textbooks can be improved to communicate better for students in general as well as for students from ethnic and linguistic minority cultures. We draw upon literacy theories (Bråten, Kress & van Leeuwen), functional linguistics (Halliday, Maagerø) and a variety of theories of metaphor (Lakoff & Johnson,Littlemore, Cameron, Deignan).
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Direitos de Autor (c) 2011 Noruum Askeland, Bente Aamotsbakken
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