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espanolEste caso de estudio describe el desarrollo y los resultados de una investigacion disenada con el objeto de explorar si el fenomeno de la transferencia interlinguistica, que normalmente se conceptualiza en terminos de las hipotesis de interdependencia y del umbral linguistico, puede tambien identificarse en relacion a la competencia metaforica en un contexto de ensenanza del ingles como lengua extranjera. Para este fin, se realizo un taller experimental de poesia con un grupo de estudiantes universitarios, bilingues (espanol/catalan) y alumnos de ingles como lengua extranjera. El taller se organizo teniendo en cuenta la lectura pedagogica que Jim Cummins (2007) sobre el fenomeno de transferencia interlinguistica y su sugerencia de que puede ensenarse para la transferencia. La investigacion tambien incluyo la realizacion de entrevistas semi estructuradas con participantes, con el objeto de recopilar datos acerca de su bagaje multilingue (espanol, catalan e ingles) y sobre su nivel de implicacion y motivacion con el taller de poesia. A pesar de la muestra reducida, los datos indicaron que, si la orientacion pedagogica de la ensenanza de la lengua extranjera facilita la implicacion del estudiantado, entonces la transferencia inter-linguistica tambien se activa en relacion a la competencia metaforica. EnglishThis case study aims to describe the development and findings of a research project designed to explore whether the phenomenon of cross-language transfer, regularly conceptualized in terms of the Linguistic Interdependence and Linguistic Threshold hypotheses (LIH and LTH), could also be identified vis-a-vis metaphorical language skills in an EFL educational context. An experimental English poetry workshop was developed in a university setting with a group of bilingual Spanish/Catalan EFL learners, and was designed in accordance with Jim Cummins’ (2007) pedagogical reading of cross-language transfer and his suggestion that teachers can actually teach for transfer. The research also included semi-structured interviews with the participants to inquire about their multilingual literacy background (Spanish, Catalan and EFL) and their level of engagement with the EFL poetry workshop. Despite the limited sample, data indicated that, provided the pedagogical orientation leads to learner engagement, cross-language transfer to English also applies to metaphorical language skills in an EFL educational context.

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Una exploración de la transferencia interlingüística de la competencia metafórica en estudiantes bilingües (español/catalán) de inglés como lengua extranjera: un caso de estudio / Exploring cross-language transfer of metaphorical skills with bilingual Spanish/Catalan EFL learners: A case study.