Publication Date

2015-05-06

Availability

Open access

Embargo Period

2016-08-01

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PHD)

Department

Modern Languages and Literatures (Arts and Sciences)

Date of Defense

2015-03-30

First Committee Member

Eduardo Negueruela-Azarola

Second Committee Member

Elena Grau-Lleveria

Third Committee Member

Yvonne Gavela-Ramos

Fourth Committee Member

Grace M. Barnes

Abstract

This dissertation studies the teaching of visual and metaphorical representations as thinking tools in second language (L2) classrooms from a Sociocultural Theory (SCT) framework. It explores metaphorical representations in narrative and visual texts to advance the practice of appropriating new language abilities to produce a new text that is contextualized and meaningful to learners of Spanish as a Second Language. By providing L2 Learners early in the process with accessible conceptual and representational tools, they may gain a personally significant awareness of the richness of language and of the power of their communicative abilities beyond everyday interactions. Creative writing and digital storytelling as guided activities in L2 become the fertile grounds for the exploration of figurative language and multimodal expression of emotions and individual perceptions of the world. Based on the Arts-Informed Research model within the qualitative paradigm, this dissertation has supplementary audiovisual material presented as a documentary of the research and writing process.

Keywords

Sociocultural Theory; Foreign and Second Language Teaching; Metaphor and Visualization; Digital Storytelling; Arts-Informed Research

Durán SP2015 Documentary.mov (1417559 kB)
Supplemental Material to Dissertation

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