Amplifying Latinx Students’ Voices about Bilingual Experiences: A Critical Metaphor Analysis

Abstract

Abstract This study amplifies Latinx students’ voices about their bilingual experience in a Spanish in the U.S. course. We use conceptual metaphor theory to analyze how students conceptualize their bilingualism and reinforce or resist present language ideologies. The data consists of 50 writing samples: 25 autobiographical narratives and 25 sets of blog commentaries. We found 356 language-related conceptual metaphors. The most common framing was Spanish as a natural resource (e.g., root or plant), vulnerable to dissipating if neglected. Both English and Spanish are referred to as tools for success (e.g., opens doors). Students use journey metaphors to discuss the challenges of learning English, and describe English as an opponent. Finally, they personify language to express the “higher value” of bilinguals, potentially criticizing monolinguals. Understanding how students conceptualize their language situations and express ideologies through metaphor leads to a deeper understanding of their bilingual experiences. These findings also have implications for tailoring language pedagogy.