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Constructing Theoretical Notions of L2 Writing Through Metaphor Conceptualization COURSE CONTENT AND PARTICIPANTS

المؤلف:  Olga S. Villamil & Maria C. M. de Guerrero

المصدر:  Applied Linguistics and Language Teacher Education

الجزء والصفحة:  P81-C5

2026-08-17

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Constructing Theoretical Notions of L2 Writing Through Metaphor Conceptualization

COURSE CONTENT AND PARTICIPANTS

A graduate course on writing theories, taught by one of us, was designed to incorporate the necessary techniques (an introspective learning log, simile completion exercises, class sharing) that would allow us to observe and gather data on the impact of intervention through metaphorical conceptualization. The purpose of the course was to analyze prevailing theories and methods of teaching writing (e.g. process approach, writing across the curriculum, etc.) and examine their practical application to the teaching of ESL. At the end of the course, students would be able to understand better the nature of L2 writing and make informed decisions as to the pedagogical approach to embrace according to their specific contexts. The course was offered for a period of 15 weeks at a major university in an MA-TESL program in Puerto Rico.

As indicated on biographical data sheets submitted at the beginning of the course, all the participants (N = 10) had previous or current experience as ESL teachers in Puerto Rico (where Spanish is the vernacular) or in the US mainland. Their teaching experience varied: Six participants had 1 to5 years of experience, two had 6 to 10, and two had more than 11. Four participants worked at the elementary level and 5 at the secondary. Only 1 participant worked at the college level. The participants reported little or no formal training in the teaching of writing.