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Cctc irene lopez

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Teaching idioms through Disney movies.

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Cctc irene lopez

  1. 1. Teaching idioms through children’s movies February 12-13, 2015 Calgary City Teacher's Convention Alberta Teacher’s Association (ATA) Irene López Rodríguez Immersion Program. Bilingual Program Robert Warren Junior High School
  2. 2. IDIOMSTRADITIONAL  VIEW Conventionalized  expressions  whose   overall  meaning  cannot  be  determined   from  the  meaning  of  its  constituent  parts E.g. to rain cats and dogs ≠ cats and dogs falling from the sky = but to rain heavilyE.g. to let the cat out of the bag ≠ E.g. to kick the bucket ≠ to allow a cat to escape from a bag = to strike out a bucket with the foot = but to reveal a secret but to die Idioms  present  a  clear  mismatch  between  form  and  meaning SURFACE  MEANING     LITERAL VS. DEEP  MEANING   FIGURATIVE February 12-13, 2015 Calgary City Teacher's Convention Alberta Teacher’s Association (ATA) TEACHING IDIOMS! THROUGH CHILDREN’S MOVIES! Irene López Rodríguez
  3. 3. EFL LEARNERS + IDIOMS = PROBLEM Why?     Apparent  incongruity  between  form  and  meaning   “TO  RAIN  CATS  AND  DOGS”   evokes means ≠
  4. 4. EFL LEARNERS + IDIOMS = PROBLEM “TO  LET  THE  CAT  OUT  OF  THE  BAG”   evokes means ≠
  5. 5. METHODOLOGY TOWARDS TEACHING IDIOMS! TRADITIONAL VIEW Idioms are isolated linguistic expressions “Dead” or “Frozen” metaphors Incongruity form/meaning Do not make sense Need to be learnt by heart ➜ heavy learning burden Constant practice; otherwise forgotten Lack of motivation METHODOLOGY TOWARDS TEACHING IDIOMS! NEW PERSPECTIVES Idioms not as independent linguistic metaphors that respond to the arbitrariness of language, but as being motivated by conceptual metaphors.
  6. 6. 6 LINGUISTIC VS CONCEPTUAL METAPHOR! PIVOTAL DISTINCTION February 12-13, 2015 Calgary City Teacher's Convention Alberta Teacher’s Association (ATA) TEACHING IDIOMS! THROUGH CHILDREN’S MOVIES! Irene López Rodríguez LINGUISTIC! METAPHORS Level of language CONCEPTUAL! METAPHORS Level of language A group of mental schema whereby the human mind understands abstract concepts in terms of more concrete bodily experiences
  7. 7. Constitute a whole network of expressions in which the concept of ANGER is conceptualized by means of a systematic pattern of ontological correspondences pertaining to the concept of HEATED FLUID IN A CONTAINER The same mental pattern operates in Spanish: estar a punto de explotar, estar a punto de reventar, hervirle la sangre a uno, está que echa chispas, está que echa humo This distinction helps explain why a series of expressions such as to be fuming with anger to be about to explode to blow up to let off steam LINGUISTIC AND CONCEPTUAL METAPHORS February 12-13, 2015 Calgary City Teacher's Convention Alberta Teacher’s Association (ATA) TEACHING IDIOMS! THROUGH CHILDREN’S MOVIES! Irene López Rodríguez BUT are NOT the product of the arbitrariness of language
  8. 8. Cross-linguistic studies show that a wide number of conceptual metaphors are universal the common source for metaphoric production is grounded in our sensorimotor experiences and our interaction with the physical world Bodies as containers filled with different types of liquids (sweat, blood, urine, semen, tears) that can be heated up and expelled for a number of reasons such as physical exercise or sexual arousal THE EMBODIED NATURE OF CONCEPTUAL METAPHOR WHY ? EMBODIMENT February 12-13, 2015 Calgary City Teacher's Convention Alberta Teacher’s Association (ATA) TEACHING IDIOMS! THROUGH CHILDREN’S MOVIES! Irene López Rodríguez ANGER  IS  HEATED  FLUID  IN  A   CONTAINER
  9. 9. ! ! ! OPACITY VERSUS TRANSPARENCY! TRANSPARENCY to spill the beans to let the cat out of the bag to come out of the closet (gay people) to reveal a secret the act of revealing a secret is conceptualized as letting some closed entity out to have a skeleton in the cupboard
  10. 10. OPACITY VERSUS TRANSPARENCY! OPACITY People hanged themselves by standing on a bucket with a rope around their neck and then kicked the bucket away to kick the bucket = to die not metaphorical but historical motivation the American Indian custom of burying their hatchets to show that hostilities were at an end to bury the hatchet = to end a disagreement In Norse mythology the storm god Odin was often portrayed with a cat and a dog. to rain cats and dogs = to rain heavily
  11. 11. Metaphors ➜ conceptual in nature ➜ realized in other than linguistic ways LITERATURE LIFE IS A JOURNEY Little Red Riding Hood “The road not taken” The Wizard of Oz The Canterbury Tales HAPPINESS IS BRIGHT/LIGHT COLORS SADNESS IS DARKNESS/DARK COLORS THE VISUAL MANIFESTATION! OF CONCEPTUAL METAPHORS
  12. 12. MORE IS UP ANGER IS HEATED FLUID IN A CONTAINER Cartoons & Comic strips PEOPLE ARE ANIMALS Advertisements & Logos SEXUALLY ATTRACTIVE WOMEN ARE BUNNIES STRONG MEN ARE TIGERS
  13. 13. Movies in the EFL classroom visual support real material + native pronunciation appeal to children contextual clues Many idioms based on knowledge & image Imagistic approaches to idioms Picturesàmnemonic technique METAPHORS AND MOVIES
  14. 14. 14 HAPPINESS IS UP SADNESS IS DOWN CASE STUDY
  15. 15. February 12-13, 2015 Calgary City Teacher's Convention Alberta Teacher’s Association (ATA) TEACHING IDIOMS! THROUGH CHILDREN’S MOVIES! Irene López Rodríguez MARY POPPINS - Tea at Uncle Albert’s
  16. 16. Spatial orientation Idiomatic expressions based on orientational terms To feel up To be over the moon To be floating in the air To cheer up To feel down To fall into a depression To be under the weather People share biological features EMBODIMENT Correlation: Happy-up Sadness-down Poner a alguien por las nubes Arriba ese ánimo Estar en el cielo Estar de bajón Tener la moral por los suelos HAPPINESS IS UP / SADNESS IS DOWN! A CASE STUDY
  17. 17. TEA AT UNCLE ALBERT´S Mary, the 2 children (Jane & Michael) and Bert go to visit Uncle Albert Uncle Albert is having an attack of mirth and is floating in the air Mary tells the children to remain serious; otherwise, Uncle Albert won´t be able to get down The situation is hilarious. Bert and the children cannot control their laughter and begin ascending in the air Uncle Albert tells the children that the only way to get down is to think of sth sad Uncle Albert starts telling a sad story and the children gradually descend. Yet, there is a funny twist in the last lines, which lifts the children again Finally, Mary Poppins reminds the children that it is high time they went home, which really makes them sad and brings them down to the floor
  18. 18. Uncle Albert: Oh, I kn--, I know, I...but I tried. Really, I did, my dear. I...but I so enjoy laughing, you know? And, well...when I start, it´s all up with the...that´s what happens to me. I love to laugh! Oh, my goodness! I can´t help it. You can see that. I just like laughing, that´s all. Bert: Yes, whatever you do, keep a straight face. Last time, it took us three days to get him down. Mary Poppins: Jane, don´t you dare! You´ll only make him worse. It´s really quite serious! Uncle Albert: When things strike me as funny I can´t hide it inside. And squeak as the squeakelers do I´ve got to let go with a ho ho ho ho. And laugh too. How nice. I was hoping you´d turn up! Bert: Turn up! Uncle Albert: We always have such a jolly time. Uncle Albert & Bert: We love to laugh loud and long and clear. We love to laugh so everybody can hear. Mary Poppins: Whoops, don´t you two start. Come back down here. Uncle Albert: Oh, thank you, my dear. I´m having such a good time. I wish that you could all stay up here all the time. Michael: We´ll jolly have to. There´s no way to get down. Uncle Albert: Oh, no, there is a way. Frankly, I don´t like to mention it, because you have to think of something sad Mary Poppins: Then do get on with it, please. Uncle Albert: Let me see. I´ve got the very thing. Yesterday when the lady next door answered the bell, there was a man there. And the man said to the lady, “I´m terribly sorry. I just ran over your cat Jane: Oh, that´s sad. Michael: The poor cat. Uncle Albert: And then the man said, “I´d like to replace your cat” and the lady said, “That´s all right with me, but how are you catching mice?” Well, you know I started out sad. I, I try, really I do. But, but everything ends up so hilarious, I can´t..can´t help... Mary Poppins: That will be quite enough of that! It´s time to go home. Jane: Oh, that is sad. Michael: Oh no! Uncle Albert: Oh, that´s sad. That´s the saddest thing I ever heard. Mary Poppins: Come along, children. Spit spot! HAPPINESS! IS UP SADNESS! IS DOWN
  19. 19. “I feel up, up, up!” FURTHER ELABORATIONS February 12-13, 2015 Calgary City Teacher's Convention Alberta Teacher’s Association (ATA) TEACHING IDIOMS! THROUGH CHILDREN’S MOVIES! Irene López Rodriguez
  20. 20. 20 “I feel over the moon with you Princess Jasmine”
  21. 21. “I´m so happy! I´m in the clouds!”
  22. 22. THANK YOU. Irene López Rodríguez! irlopezrodriguez@cbe.ab.ca ! Immersion Program. Bilingual Program Robert Warren Junior High School February 12-13, 2015 Calgary City Teacher's Convention Alberta Teacher’s Association (ATA)

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