This edited collection explores the scholarly and pedagogical implementations of Conceptual Metaphor Theory (CMT) in world language education. The chapters offer a diverse range of theoretical and pedagogical perspectives as well as methodologies aiming to achieve the following objectives:
- Introduce novice linguists, novice researchers, and pre-service language teachers to CMT, its extensions, and its applications, while providing an overview of the current state of the discipline;
- Shed light on new research and pedagogical practices for linguists, researchers, and language educators at all levels;
- Present theoretically founded and research-based examples of the pedagogical application of CMT across multiple world languages, including English, French, Mandarin, and Spanish;
- Highlight the experiences and perspectives of practitioner educators who have implemented CMT in world language education.
By addressing these objectives, the book aims to provide a comprehensive and insightful exploration of CMTs role in world language education, offering guidance and inspiration for both researchers and practitioners in the field.
