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All Outputs (4)

Activating metaphors: exploring the embodied nature of metaphorical mapping in political discourse (2015)
Journal Article
Giovanelli, M. (2015). Activating metaphors: exploring the embodied nature of metaphorical mapping in political discourse. Communication Teacher, 30(1), https://doi.org/10.1080/17404622.2015.1102303

Objectives: This activity allows students to explore the embodied nature of metaphor and its interpretative significance by using gesture and physical movement. Students also understand how, in metaphor, abstract entities are conceptualized in terms... Read More about Activating metaphors: exploring the embodied nature of metaphorical mapping in political discourse.

Becoming an English language teacher: linguistic knowledge, anxieties and the shifting sense of identity (2015)
Journal Article
Giovanelli, M. (2015). Becoming an English language teacher: linguistic knowledge, anxieties and the shifting sense of identity. Language and Education, 29(5), https://doi.org/10.1080/09500782.2015.1031677

English language is a fast-growing and popular subject at A level, but the majority of qualified secondary teachers in the UK have subject expertise and backgrounds in literature. This paper reports on interviews with seven secondary English teachers... Read More about Becoming an English language teacher: linguistic knowledge, anxieties and the shifting sense of identity.

The new English A Levels 2015: a guide to the specs (2015)
Journal Article
Cushing, I., Giovanelli, M., & Snapper, G. (2015). The new English A Levels 2015: a guide to the specs. Teaching English in the Two-Year College,

Ian Cushing, Marcello Giovanelli and Gary Snapper summarise the changes at A Level from September 2015 and explore the features of each of the new specs in all three A Level English subjects.

‘Well I don’t feel that’: schemas, worlds and authentic reading in the classroom (2015)
Journal Article
Giovanelli, M., & Mason, J. (2015). ‘Well I don’t feel that’: schemas, worlds and authentic reading in the classroom. English in Education, 49(1), https://doi.org/10.1111/eie.12052

This article explores reading in the English classroom through a cognitive linguistic lens. In particular, we consider how students’ ability to engage with a text, which we term authentic reading, can be facilitated or restricted. We draw on two case... Read More about ‘Well I don’t feel that’: schemas, worlds and authentic reading in the classroom.