Abstract

Literacy learning is an ideological proposition, one that privileges certain forms of language and those who speak them above others. This qualitative study utilizes critical metaphor analysis () to examine the literacy ideologies at work in a secondary remedial reading class. By analyzing the speech of Mr. Baker, a seasoned remedial reading teacher, and his ninth-grade student Angelica, three dominant metaphors in the corpus are explored: READING CLASS IS A RACE, LEARNING TO READ is a journey, and STUDENTS ARE MACHINES. Findings suggest both the limitations of the metaphors employed by participants as well as the utility of critical metaphor analysis in uncovering the ideological underpinnings of school-based literacy practices.

Journal
Research in the Teaching of English
Published
2022-11-15
DOI
10.58680/rte202232154
CompPile
Open Access
Closed
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Cited by in this index (2)

  1. Research in the Teaching of English
  2. Research in the Teaching of English

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