Negotiating figurative language from literary texts: second-language instruction as a dual literacy practice

The aim of this article is to contribute knowledge about how figurative language from literary texts negotiated through oral interaction in second-language instruction. material consists transcriptions recordings a classroom study basic adult instruction involving two teachers and their student groups. Theories semantic waves discursive mobility are used explore visualize shifts between concrete condensed abstract meanings. results show varied use linguistic resources, where students’ contributions often serve as bridge the teachers’ examples paraphrases which lexical metaphors interplayed with grammatical metaphors. In some exchanges, characters events were significantly expanded upon they contextual resources. sheds light on dual disciplinary literacy practice, both learning texts.