Abstract

The aim of this article is to explore how students approach, try to understand, and interpret figurative expressions in the context of language learning. Interpreting figurative language represents a challenge as languages are rich in metaphorical expressions and contextual/local references. The empirical study was carried out in the context of collaborative work in classrooms with students 12 to 13 years of age, translating two songs, one in English and one in Swedish. The results show that the students struggle to capture the sense of the lyrics. Addressing these difficulties, students engage in language-related episodes (LRE’s) where they topicalize language, meta-communicate and inquire into acceptable cross-linguistic interpretations that preserve the metaphorical nature of the expressions. Their linguistic sensitivity and familiarity with specific metaphorical expressions, contextual and local references are challenged, and their learning process involves an increasing capacity to talk about and reflect on the meaning potentials of linguistic expressions.

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