Thinking, drawing and writing architecture through metaphor

• Autores: María Rosario Caballero Rodríguez
• Localización: Ibérica: Revista de la Asociación Europea de Lenguas para Fines Específicos ( AELFE ), ISSN-e 2340-2784, ISSN 1139-7241, Nº. 28, 2014, págs. 155-180
• Idioma: inglés
• Títulos paralelos:
  • Pensando, dibujando y escribiendo arquitectura mediante la metáfora
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 5 Citas
• Resumen
  • español

    La metáfora es un componente esencial del trabajo de los arquitectos: interviene en las distintas fases del diseño de un proyecto, motiva una gran parte de la jerga de la profesión, y es una de las estrategias más recurrentes en muchos de los géneros que conforman el discurso de la arquitectura. Dada su importancia en la práctica y la interacción comunicativa de los arquitectos, la metáfora también debería formar parte de los programas de inglés como lengua específica (IFE) que se enseñan en las escuelas politécnicas. En este sentido, los objetivos de este artículo son dos. En primer lugar, se describe el papel de la metáfora en la práctica de la arquitectura - empezando por la fase de diseño de edificios y acabando en la evaluación de los mismos en uno de los géneros más populares del discurso arquitectónico: la reseña de arquitectura. A partir de esta descripción de la metáfora como mecanismo cognitivo y de su uso en dicho género, se hace una propuesta que contribuya a fomentar la competencia metafórica de los estudiantes de arquitectura en cursos de IFE entendiendo que dicha competencia puede contribuir a que hagan suyos los conocimientos y prácticas característicos de su futura comunidad profesional

  • English

    Metaphor is a critical component of being an architect: it mediates the various stages involved in architectural design, motivates a large part of the jargon used in the discipline, and is consistently used as a rhetorical strategy in many of the genres articulating architectural communication. Given its importance in architectural practice and discourse, the teaching of metaphor should be included in the syllabi of English for Specific Purposes (ESP) courses taught at polytechnic schools. The purpose of this paper is twofold. On the one hand, I describe how various metaphors inform architects' practice - from the first design phase to the post-construction assessment distributed in one of the most popular genres in the community; that is, the architectural review. Drawing insights from cognitive and genre research into the role of metaphor in the discipline, I then suggest ways in which metaphorical competence can be fostered in ESP courses aiming at facilitating the students' gradual enculturation process into their future community of practice

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