Biliteracy Metaphor Analysis: Examining multilingual, multicultural pupils’ interpretation of canon literature

This article unfolds and argues for Biliteracy Metaphor Analysis (BMA), a methodology for examining the interpretation and use of metaphors in canon literature in a biliteracy context, in this case the canon of Danish literature read and interpreted by multilingual students in a 9th grade classroom. BMA combines Spradley’s ethnographic framework
with conceptual blending theory, Bakhtin’s theory of the literary chronotope, and Hornberger’s continua of biliteracy. Applicability of the methodology will be analyzed, exemplified and discussed based on a contextual background consisting of monolingual, bilingual and multilingual pupils interpreting the inherent conceptual metaphors of
chronotopes in texts by authors belonging to the canon of Danish literature. Examples from the (first) author's previous Master’s thesis will be used to illustrate possible contributions of the methodology when analyzing literacy acquisition.