Concepciones del lenguaje figurado en educación inicial. Retos y desafíos
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may 8, 2023
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Resumen
El objetivo de este trabajo fue develar las concepciones docentes sobre el lenguaje figurado. Para ello, se realizó un estudio descriptivo con veinte maestras de Bogotá.
Los resultados son mayormente afines a las teorías contemporáneas en cuanto a la utilidad que asignan a lo figurado en la educación inicial, los requisitos que perciben como necesarios para su adquisición y los efectos de no comprenderlo adecuadamente. Sus creencias son cercanas a la teoría pragmática estándar, solamente en las relaciones y diferencias que perciben entre lenguaje figurado y literal y en el lugar que asignan a lo figurado en la ciencia.
Keywords
Aprendizaje, psicolingüística, desarrollo del lenguaje, lenguaje hablado, docente de preescolarLearning, Psycholinguistics, Language development, Spoken language, Preschool teachers
References
Alba Villaseñor, V. (2020). El uso de metáforas en el discurso de construcción científica en estudiantes de educación preescolar. Etnografías: Niñas, niños y jóvenes en contextos educativos, 20(11), 1-21. https://doi.org/10.32870/dse.v0i20.598
Ameigeiras, A., Chernobilsky, L. B. Giménez, V. y cols. (2014). Estrategias de investigación cualitativa. Gedisa.
Aparicio, J. A. & Pozo, J. I. (2006). De fotógrafos a directores de orquesta: las metáforas desde las que los profesores conciben el aprendizaje. En J. I. Pozo y cols., Nuevas formas de pensar la enseñanza y el aprendizaje. Las concep- ciones de profesores y alumnos (pp. 265-284). Graó.
Arriagada, G. L. & Reyes-Santander, P. (2016). Metáforas y desarrollo del pensamiento matemático: ¡Cuánto antes mejor! Revista Electrónica Científico Pedagógica Transformación, 13(13), 15-30.
Bardin, L. (2002). Análisis de contenido. Akal.
Black, M. (1979). More about metaphor. En A. Ortony (Ed.), Metaphor and thought (pp. 19-40). Cambridge University Press.
Cacciari, C. & Padovani, R. (2012). The development of figurative language. En M. J. Spivey, K. McRae & M. F. Joanisse (Eds.), The Cambridge Handbook of Psycholinguistics (pp. 505-522). Cambridge University Press.
Cain, K., Oakhill, J. & Bryant, P. (2004). Children’s Reading Comprehension Ability: Concurrent Prediction by Working Memory, Verbal Ability, and Component Skills. Journal of Educational Psychology, 96(1), 31-42. https://doi.org/10.1037/0022-0663.96.1.31
Cain, K., Oakhill, J. & Lemmon, K. (2005). The relation between children’s reading comprehension level and their comprehension of idioms. Journal of Experimental Child Psychology, 90(1), 65 87. https://doi.org/10.1016/j.jecp.2004.09.003
Cain, K. & Towse, A. (2008). To get hold of the wrong end of the stick: Reasons for poor idiom understanding in children with reading comprehension dif- ficulties. Journal of Speech, Language, and Hearing Research, 51(6), 1538- 1549. https://doi.org/10.1044/1092-4388(2008/07-0269)
Csorba, D. (2015). Metaphor in Science Education. Implications for teacher education. Procedia – Social and Behavioral Sciences, 180, 765-773. https://doi.org/10.1016/j.sbspro.2015.02.200
Earle, R. (1995). Teacher imagery and metaphors: Windows to teaching and learning. Educational Technology, 35(4), 52-59.
Erdmann, S. (2016). Figurative language and multicultural education: metaphors of language acquisition and retention. Journal of Multilingual and Multicultural Development, 37(2), 184-198. https://doi.org/10.1080/01434632.2015.1053810
Font, V., Bolite, J. & Acevedo, J. (2010). Metaphors in mathematics classrooms: analyzing the dynamic process of teaching ans learning of graph functions. Educational Studies in Mathematics, 75, 131-152. https://doi.org/10.1007/s10649-010-9247-4
Gallagher, S. & Lindgren, R. (2015). Enactive Metaphors: Learning Through Full-Body Engagement. Educational Psychology Review, 27(3), 391-404. https://doi.org/10.1007/s10648-015-9327-1
Gentner, D. & Wolff (1997). Alignment in the processing of metaphor. Journal of Memory and Language, 37(3), 331-355. https://doi.org/10.1006/jmla.1997.2527
Gibbs, R. (1994). The Poetics of Mind. Figurative Thought, Language, and Understanding. Cambridge University Press.
Gibbs, R. & Colston, H. (2012). Interpreting figurative meaning. Cambridge University Press.
Giora, R. (2003). On our mind. Salience, context and figurative language. Oxford University Press.
Glucksberg, S. (2001). Understanding figurative language. From metaphors to idioms. Oxford University Press.
Glucksberg, S. (2008). How metaphors create categories – quickly. En R. W. Gibbs (Ed.), The Cambridge Handbook of Metaphor and Thought (pp. 67- 84). Cambridge University Press.
Grice, P. (1975). Logic and conversation. En P. Cole & J. Morgan (Eds.), Speech acts: Syntax and semantics. (vol. 3, pp. 41-58). Academic Press.
Hendriana, H. & Rohaeti, E. E. (2017). The importance of metaphorical thinking in the teaching of mathematics. Current Science, 111(13), 2160-2164. https://doi.org/10.18520/cs/v113/i11/2160-2164.
Jakobson, B. & Wickman, P. O. (2007). Transformation through Language Use: Children’s Spontaneus Metaphors in Elementary School Science. Science and Education, 16, 267-289. https://doi.org/10.1007/s11191-006-9018-x
Kalandadze, T., Nourbury, C., Naerland, T. & Naess, K. A. (2018). Figurative language comprehension in individuals with autism spectrum disorder: A meta-analytic review. Autism, 22(2), 99-117. https://doi.org/10.1177/ 136236131666865
Kerbel, D. & Grunwell, P. (1997). Idioms in the classroom: An investigation of language unit and mainstream teachers’ use of idioms. Child Language Teaching and Therapy, 13(2), 113-123. https://doi.org/10.1177/0265659 09701300201
Lakoff, G. & Johnson, M. (1980/2001). Metáforas de la vida cotidiana. Cátedra.
Levin, T. & Wagner, T. (2006). In their own words: Understanding student con- ceptions of writing through their spontaneous metaphors in the science classroom. Instructional Science, 34(3), 227-278. https://doi.org/10.1007/s11251-005-6929-x
Levorato, M. C. & Cacciari, C. (1992). Children’s comprehension and production
of idioms: The role of context and familiarity. Journal of Child Language,
19(2), 415-433. https://doi.org/10.1017/S0305000900011478
Levorato, M. C. & Cacciari, C. (1995). The effects of different tasks on the comprehension and production of idioms in children. Journal of Experimental Child Psychology, 60(2), 261-283. https://doi.org/10.1006/jecp.1995.1041
Levorato, M. C., Nesi, B. & Cacciari, C. (2004). Reading comprehension and understanding idiomatic expressions: A developmental study. Brain and Language, 91(3), 303-314. https://doi.org/10.1016/j.bandl.2004.04.002
Marshall, H. (1990). Beyond the workplace metaphor: Toward conceptualizing the classroom as a learning setting. Theory into Practice, 29(2), 94-101.
Martín, M. (2003). Metáforas y simulaciones: Alternativas para la didáctica y la enseñanza de las ciencias. Revista Electrónica de Enseñanza de las Ciencias, 2(3), 377-398.
Marulanda, E. & Igoa, J. M. (2021). Figurative language: Advances and new research perspectives. Studies in Psychology, 42(2), 185-192. https://doi.org/10.1080/02109395.2021.1914391
Mayer, R. (1993). The instructive metaphor. Metaphoric aids to students’ understanding of science. En A. Ortony (Ed.), Metaphor and thought (pp. 561- 578). Cambridge University Press.
Moll, F. & Acevedo, J. I. (2003). Fenómenos relacionados con el uso de metáforas en el discurso del profesor. El caso de las gráficas de funciones. Enseñanza de las ciencias, 21(3), 405-418.
Ortony, A. (Ed.). (1979/1993). Metaphor and thought. Cambridge University Press.
Pérez, M. (2004). Fraseología y metáfora. Materiales para la enseñanza de la fraseología en una L2. En Actas del XV Congreso Internacional de ASELE (pp. 646-654). Universidad de Sevilla.
Petrie, H. & Oshlag, R. (1993). Metaphor and learning. En A. Ortony (Ed.), Metaphor and thought (pp. 579-609). Cambridge University Press.
Pouscoulous, N. & Tomasello, M. (2019). Early birds: Metaphor understanding in 3-year-olds. Journal of Pragmatics, 156, 160-167. https://doi.org/10.1016/j.pragma.2019.05.021
Prat, C. S., Mason, R. A. & Just, M. A. (2012). An fMRI investigation of analogical mapping in metaphor comprehension: the influence of context and indi- vidual cognitive capacities on processing demands. Journal of Experimental Psychology: Mearning, Memory and Cognition, 38(2), 282-294. https://doi.org/10.1037/a0026037
Romero, E. & Soria, B. (2021). Metaphorical conceptualization from an ad hoc source concept. Studies in Psychology, 42(2), 193-220. https://doi.org/10.1080/02109395.2021.1909251
Saban-Bezalel, R. & Mashal, N. (2019). Different factors predict idiom compre- hension in children and adolescents with ASD and typical development. Journal of Autism and Developmental Disorders, 49, 4740-4750. https://doi.org/10.1007/s10803-019-04193-9
Searle, J. (1979). Metáfora. En L. Valdés Villanueva (Ed.), La búsqueda del significado (pp. 583-617). Tecnos.
Seitz, J. A. (1997). The Development of Metaphoric Understanding: Implications for a Theory of Creativity. Creativity Research Journal, 10(4), 347-353. https://doi.org/10.1207/s15326934crj1004_6
Thomas, G. & McRobbie, C. (1999). The potential of metaphor for investigating and reforming teachers’ and students’ classroom practices. Educational Practice and Theory, 21(2), 87-102.
Wang, X. L. & Plotka, R. (2018). Lending a helping hand for English-Chinese bilingual children’s idiom comprehension and retention: Implications for early childhood educators. Early Years: An International Journal of Research and Development, 38(3), 298-315. https://doi.org/10.1080/09575146.2016.1258693
Wolff, P. & Gentner, D. (2000). Evidence for role-neutral initial processing of metaphors. Journal of Experimental Psychology: Learning, Memory and Cognition, 26(2), 529-541. https://doi.org/10.1037/0278-7393.26.2.529
Yee, S. P. (2012). Students’ metaphors for mathematical problem solving [Electronic Dissertation]. Kent State University. http://rave.ohiolink.edu/etdc/ view?acc_num=kent1340197978
Ameigeiras, A., Chernobilsky, L. B. Giménez, V. y cols. (2014). Estrategias de investigación cualitativa. Gedisa.
Aparicio, J. A. & Pozo, J. I. (2006). De fotógrafos a directores de orquesta: las metáforas desde las que los profesores conciben el aprendizaje. En J. I. Pozo y cols., Nuevas formas de pensar la enseñanza y el aprendizaje. Las concep- ciones de profesores y alumnos (pp. 265-284). Graó.
Arriagada, G. L. & Reyes-Santander, P. (2016). Metáforas y desarrollo del pensamiento matemático: ¡Cuánto antes mejor! Revista Electrónica Científico Pedagógica Transformación, 13(13), 15-30.
Bardin, L. (2002). Análisis de contenido. Akal.
Black, M. (1979). More about metaphor. En A. Ortony (Ed.), Metaphor and thought (pp. 19-40). Cambridge University Press.
Cacciari, C. & Padovani, R. (2012). The development of figurative language. En M. J. Spivey, K. McRae & M. F. Joanisse (Eds.), The Cambridge Handbook of Psycholinguistics (pp. 505-522). Cambridge University Press.
Cain, K., Oakhill, J. & Bryant, P. (2004). Children’s Reading Comprehension Ability: Concurrent Prediction by Working Memory, Verbal Ability, and Component Skills. Journal of Educational Psychology, 96(1), 31-42. https://doi.org/10.1037/0022-0663.96.1.31
Cain, K., Oakhill, J. & Lemmon, K. (2005). The relation between children’s reading comprehension level and their comprehension of idioms. Journal of Experimental Child Psychology, 90(1), 65 87. https://doi.org/10.1016/j.jecp.2004.09.003
Cain, K. & Towse, A. (2008). To get hold of the wrong end of the stick: Reasons for poor idiom understanding in children with reading comprehension dif- ficulties. Journal of Speech, Language, and Hearing Research, 51(6), 1538- 1549. https://doi.org/10.1044/1092-4388(2008/07-0269)
Csorba, D. (2015). Metaphor in Science Education. Implications for teacher education. Procedia – Social and Behavioral Sciences, 180, 765-773. https://doi.org/10.1016/j.sbspro.2015.02.200
Earle, R. (1995). Teacher imagery and metaphors: Windows to teaching and learning. Educational Technology, 35(4), 52-59.
Erdmann, S. (2016). Figurative language and multicultural education: metaphors of language acquisition and retention. Journal of Multilingual and Multicultural Development, 37(2), 184-198. https://doi.org/10.1080/01434632.2015.1053810
Font, V., Bolite, J. & Acevedo, J. (2010). Metaphors in mathematics classrooms: analyzing the dynamic process of teaching ans learning of graph functions. Educational Studies in Mathematics, 75, 131-152. https://doi.org/10.1007/s10649-010-9247-4
Gallagher, S. & Lindgren, R. (2015). Enactive Metaphors: Learning Through Full-Body Engagement. Educational Psychology Review, 27(3), 391-404. https://doi.org/10.1007/s10648-015-9327-1
Gentner, D. & Wolff (1997). Alignment in the processing of metaphor. Journal of Memory and Language, 37(3), 331-355. https://doi.org/10.1006/jmla.1997.2527
Gibbs, R. (1994). The Poetics of Mind. Figurative Thought, Language, and Understanding. Cambridge University Press.
Gibbs, R. & Colston, H. (2012). Interpreting figurative meaning. Cambridge University Press.
Giora, R. (2003). On our mind. Salience, context and figurative language. Oxford University Press.
Glucksberg, S. (2001). Understanding figurative language. From metaphors to idioms. Oxford University Press.
Glucksberg, S. (2008). How metaphors create categories – quickly. En R. W. Gibbs (Ed.), The Cambridge Handbook of Metaphor and Thought (pp. 67- 84). Cambridge University Press.
Grice, P. (1975). Logic and conversation. En P. Cole & J. Morgan (Eds.), Speech acts: Syntax and semantics. (vol. 3, pp. 41-58). Academic Press.
Hendriana, H. & Rohaeti, E. E. (2017). The importance of metaphorical thinking in the teaching of mathematics. Current Science, 111(13), 2160-2164. https://doi.org/10.18520/cs/v113/i11/2160-2164.
Jakobson, B. & Wickman, P. O. (2007). Transformation through Language Use: Children’s Spontaneus Metaphors in Elementary School Science. Science and Education, 16, 267-289. https://doi.org/10.1007/s11191-006-9018-x
Kalandadze, T., Nourbury, C., Naerland, T. & Naess, K. A. (2018). Figurative language comprehension in individuals with autism spectrum disorder: A meta-analytic review. Autism, 22(2), 99-117. https://doi.org/10.1177/ 136236131666865
Kerbel, D. & Grunwell, P. (1997). Idioms in the classroom: An investigation of language unit and mainstream teachers’ use of idioms. Child Language Teaching and Therapy, 13(2), 113-123. https://doi.org/10.1177/0265659 09701300201
Lakoff, G. & Johnson, M. (1980/2001). Metáforas de la vida cotidiana. Cátedra.
Levin, T. & Wagner, T. (2006). In their own words: Understanding student con- ceptions of writing through their spontaneous metaphors in the science classroom. Instructional Science, 34(3), 227-278. https://doi.org/10.1007/s11251-005-6929-x
Levorato, M. C. & Cacciari, C. (1992). Children’s comprehension and production
of idioms: The role of context and familiarity. Journal of Child Language,
19(2), 415-433. https://doi.org/10.1017/S0305000900011478
Levorato, M. C. & Cacciari, C. (1995). The effects of different tasks on the comprehension and production of idioms in children. Journal of Experimental Child Psychology, 60(2), 261-283. https://doi.org/10.1006/jecp.1995.1041
Levorato, M. C., Nesi, B. & Cacciari, C. (2004). Reading comprehension and understanding idiomatic expressions: A developmental study. Brain and Language, 91(3), 303-314. https://doi.org/10.1016/j.bandl.2004.04.002
Marshall, H. (1990). Beyond the workplace metaphor: Toward conceptualizing the classroom as a learning setting. Theory into Practice, 29(2), 94-101.
Martín, M. (2003). Metáforas y simulaciones: Alternativas para la didáctica y la enseñanza de las ciencias. Revista Electrónica de Enseñanza de las Ciencias, 2(3), 377-398.
Marulanda, E. & Igoa, J. M. (2021). Figurative language: Advances and new research perspectives. Studies in Psychology, 42(2), 185-192. https://doi.org/10.1080/02109395.2021.1914391
Mayer, R. (1993). The instructive metaphor. Metaphoric aids to students’ understanding of science. En A. Ortony (Ed.), Metaphor and thought (pp. 561- 578). Cambridge University Press.
Moll, F. & Acevedo, J. I. (2003). Fenómenos relacionados con el uso de metáforas en el discurso del profesor. El caso de las gráficas de funciones. Enseñanza de las ciencias, 21(3), 405-418.
Ortony, A. (Ed.). (1979/1993). Metaphor and thought. Cambridge University Press.
Pérez, M. (2004). Fraseología y metáfora. Materiales para la enseñanza de la fraseología en una L2. En Actas del XV Congreso Internacional de ASELE (pp. 646-654). Universidad de Sevilla.
Petrie, H. & Oshlag, R. (1993). Metaphor and learning. En A. Ortony (Ed.), Metaphor and thought (pp. 579-609). Cambridge University Press.
Pouscoulous, N. & Tomasello, M. (2019). Early birds: Metaphor understanding in 3-year-olds. Journal of Pragmatics, 156, 160-167. https://doi.org/10.1016/j.pragma.2019.05.021
Prat, C. S., Mason, R. A. & Just, M. A. (2012). An fMRI investigation of analogical mapping in metaphor comprehension: the influence of context and indi- vidual cognitive capacities on processing demands. Journal of Experimental Psychology: Mearning, Memory and Cognition, 38(2), 282-294. https://doi.org/10.1037/a0026037
Romero, E. & Soria, B. (2021). Metaphorical conceptualization from an ad hoc source concept. Studies in Psychology, 42(2), 193-220. https://doi.org/10.1080/02109395.2021.1909251
Saban-Bezalel, R. & Mashal, N. (2019). Different factors predict idiom compre- hension in children and adolescents with ASD and typical development. Journal of Autism and Developmental Disorders, 49, 4740-4750. https://doi.org/10.1007/s10803-019-04193-9
Searle, J. (1979). Metáfora. En L. Valdés Villanueva (Ed.), La búsqueda del significado (pp. 583-617). Tecnos.
Seitz, J. A. (1997). The Development of Metaphoric Understanding: Implications for a Theory of Creativity. Creativity Research Journal, 10(4), 347-353. https://doi.org/10.1207/s15326934crj1004_6
Thomas, G. & McRobbie, C. (1999). The potential of metaphor for investigating and reforming teachers’ and students’ classroom practices. Educational Practice and Theory, 21(2), 87-102.
Wang, X. L. & Plotka, R. (2018). Lending a helping hand for English-Chinese bilingual children’s idiom comprehension and retention: Implications for early childhood educators. Early Years: An International Journal of Research and Development, 38(3), 298-315. https://doi.org/10.1080/09575146.2016.1258693
Wolff, P. & Gentner, D. (2000). Evidence for role-neutral initial processing of metaphors. Journal of Experimental Psychology: Learning, Memory and Cognition, 26(2), 529-541. https://doi.org/10.1037/0278-7393.26.2.529
Yee, S. P. (2012). Students’ metaphors for mathematical problem solving [Electronic Dissertation]. Kent State University. http://rave.ohiolink.edu/etdc/ view?acc_num=kent1340197978
Cómo citar
Marulanda-Páez, E., Pérez-Jiménez, M. Ángel, & Gómez-Hernández, F. A. (2023). Concepciones del lenguaje figurado en educación inicial. Retos y desafíos. Magis, Revista Internacional De Investigación En Educación, 16, 1–27. https://doi.org/10.11144/Javeriana.m16.clfe
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