Language in Full: Teaching English Through Metaphors

Xheni Kapllani, English Teacher, Vicenza, Italy

Throughout my teaching career, I have very frequently come across phrases and ways of expression that have sparked my interest. When students use expressions that deviate from the standard usage, such as: My head is full of clouds or Today is heavy, The meaning is hiding right now, I am swimming in homework, they reveal an intuitive grasp of figurative mapping. Rather than signaling linguistic inaccuracies, these metaphorical constructions demonstrate active meaning-making and a good understanding of language. To be precise, I will distinguish a few key terms. Metaphors are expressions where one thing stands for another, like “I am swimming in homework.” Figurative constructions are broader, encompassing metaphors as well as other creative ways of conveying meaning. Conceptual metaphors refer to the underlying mental patterns that connect concrete experiences to abstract ideas, for example, seeing life as a journey. Understanding these distinctions helps us see how students’ inventive language reflects deeper cognitive processes, not mistakes. That is why, rather than dismissing these metaphors, teachers can see them as powerful tools for developing linguistic competence. Moreover, exposure to such forms from the early stages of the learning process facilitates the process by helping students internalize language patterns faster. For this reason, figurative language could be used as a guiding component of second language instruction in international classrooms.

Why Metaphorical Language Matters

Metaphor is for most people a device of the poetic imagination and the rhetorical flourish—a matter of extraordinary rather than ordinary language (Lakoff & Johnson, 1980). This is how Lakoff and Johnson initiate their book Metaphors We Live By. They go on to argue that the language we use daily is embedded with such metaphors mainly because metaphors are present in thought and action, and not only in language. So, metaphor is not only decorative, but it shapes thought and is as much a part of our functioning as our sense of touch, and as precious (Lakoff & Johnson, 1980). Thus, learning through metaphors opens the way to a more authentic approach to language learning. In this sense, metaphors also illustrate how language is not fixed, but it evolves constantly. Language is inherently adaptive and continually changing, shaped by social interaction and cognitive processes (Crystal, 2010). Language can be bent, and linguistic patterns stretched, not only as a possibility, but as a necessity for creative and genuine communication. If metaphors are present in how we think and act, they should be a steering component when it comes to how we learn languages.

How to Implement It

If language is bending and evolving, then what better way to internalize this than through poetry? That is why one practical way to integrate figurative language into the classroom is through literary texts. To illustrate this point, I will focus on one representative example. When introducing weather or seasons, a poem such as “After Apple-Picking” (Frost, 1914) could be used as a primary text. Students learn a set of correlated words regarding autumn and seasons, but at the same time learn to incorporate what is known as a conceptual metaphor (Lakoff & Johnson, 1980), not only a figure of speech but a fundamental mechanism of thought through which we understand abstract concepts in terms of more concrete and embodied experiences.

The poem offers a first layer of vocabulary with words like: harvest, unpicked, ladder, winter, barrel, which in the poem create significant metaphorical constructions about life, ambition, regret, and missed opportunities. Students learn how to correlate abstract notions to concrete images (unpicked apples-regrets; ladder- ambition). These metaphorical frames make vocabulary meaningful rather than arbitrary. In addition, the poem’s vocabulary expands into other layers through Frost’s diction, introducing nuanced words like pane, essence, scent and imperceptible. Through exploring these various layers, students discover modes of associating patterns and can express themselves better. They can also internalize the language through the emotional engagement elicited by the poem. Furthermore, the poem and its figurative constructions suggest multiple interpretations, creating a sort of openness in language learning, where students feel free to negotiate meaning and engage in exploratory language use. These aspects are central to effective language learning (Burns, 2010).

Classroom Integration

• Background knowledge
  Hand movement to show apple picking/ image of seasons, short video of fall activities.
• Vocabulary in context
  Introduce the poem, highlight the metaphors, and introduce the first layer vocabulary.
• Exploring conceptual metaphors
  Concrete image (Frost, 1914): apples, harvest, ladder, barrel
  Abstract concept: life experiences, goals, aspiration, memory
• Extending the metaphors through classroom discussion
  Which apples in your life are unpicked?
  Which ladders do you climb daily?
  If your memories were apples in a barrel, which ones would hide at the bottom?
• Extension: metaphor transformation
  Students take one metaphor from the poem and transform it using a different context (school, English, family).

Why Does It Work?

One of the principal benefits of prioritizing the metaphorical use of language in early language instruction is the shift it creates in students' attitudes towards learning. Rather than approaching language through a fear of making mistakes, learners begin to engage with English in a safer and more authentic space of connecting and communication. When students are not constrained by memorization of isolated vocabulary lists, they experience less pressure and intimidation and become more willing to experiment with language. In addition, many metaphors are culturally grounded, so exploring figurative language exposes students to different ways of seeing the world and improving intercultural competence. Another key benefit is that it encourages reflective thinking because when students interpret metaphors or create their own, they are asked to consider what the words mean in relation to their own experiences, feelings, and worldview. As a result, the second language becomes more tangible and meaningful, allowing learners to form a deeper personal connection with it.

Conclusion

In conclusion, figurative language inclusion into early English instruction transforms classrooms into spaces of creativity, engagement, and deeper understanding. Students learn not only to communicate but also to experience, shape, and interpret language according to their own cultural and cognitive frameworks. And ultimately, if the process of language learning involves, above all, negotiation and creative use (Burns, 2010), prioritizing figurative constructions creates a space where both these processes can unfold, thereby transforming simultaneously teaching and learning.

References:

Burns, A. (2010). Doing action research in English language teaching: A guide for practitioners. Routledge.

Crystal, D. (2010). The Cambridge encyclopedia of language (3rd ed.). Cambridge University Press.

Frost, R. (1914). After apple-picking. In North of Boston. Henry Holt.

Lakoff, G., & Johnson, M. (1980). Metaphors we live by. University of Chicago Press.

After graduating in Albanian Language and Literature, Xheni Kapllani specialized in Literature, Culture, and Language at Ca’Foscari University of Venice. She works in education and has presented and published both academic and creative work, with a particular focus on language learning and literature.