Teachability of Figurative Language: Teachers’ Perceptions of the Role of Metaphor in English Language Teaching in Chile

This paper reports on a qualitative study that examined the perceptions of English teachers towards ‘teachability’ metaphorical language in Chilean EFL classrooms. The aimed at gaining better understanding teachers’ role metaphor classroom. A group six in-service participated this study. Data were gathered through semi-structured interviews, which addressed three broad dimensions: (i) views and definitions metaphor; (ii) teachability metaphorically used language; (iii) preparedness to teach metaphor. data thoroughly coded analyzed thematically. results revealed that, despite an apparently heightened awareness presence culture, did not permeate participants’ teaching practices, thus calling for more explicit preparation teacher education programs radical changes ‘educational culture’ is still imbued with dominant neoliberal ways doing thinking.