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Promising Practices

Students Learn about Chinese Culture through the Folktale Yeh-Shen

Emphasizing Figurative Language Interpretation

Barbara C. Palmer, Lingzhi Sun, & Judith T. Leclere

We are now living in a globalized By studying this unique version of cuted scholars who opposed his efforts to world. Present and future generations , students can both experience centralize and unify China (Waley, 1947). must develop intercultural competence authentic Chinese culture and better in order to meet new social and economic understand the Chinese people’s wishes, The Figurative and Metaphorical challenges (Davies, 2008). As cross-cultural dreams, and problems during ancient Language of Yeh-Shen understanding increases, communication times. Students’ minds can open to ap- is facilitated and clarified around the globe, preciate and enjoy great works of art Figurative and metaphorical language and we are more readily able to learn about and literature and to discover their own effectively convey exact meaning in a vivid cultures that are not already familiar to identity and responsibility through fairy and impressive manner. Language using us. One way to learn about and appreci- tales (Bettelheim, 1976). Furthermore, figures of speech such as similes, , ate a culture is to become familiar with fairy tales can encourage imagination and hyperboles, personification, and symbolism its literature. Kaminski (2002) indicated creative thinking by compelling readers to to form imagery is known as figurative that “multicultural folktales are an excel- find new solutions to age-old problems. language. Lakoff and Johnson (1980) have lent source of content for illustrating not Fairy tales typically carry two levels of shown that everyday metaphors in a lan- only the uniqueness of different cultures meaning. The first level, the literal story, is guage are culturally as well as perceptually but also the commonalities between and often an allegorical conflict between good based (as cited in Kondaiah & Dana, 2004). among cultures” (p. 31). and evil, containing characters that are Bonvillain (2003) argued that linguistic Widely-known fairy tales, for example, one-dimensional and stereotypical, such analysis, particularly of words and expres- can be used as vehicles to experience and as the lovely young woman, the handsome sions, reveals underlying concepts, beliefs, understand life from different cultural prince, the evil old crone, and some element and values. Duranti (1997) adds that “the perspectives. “Cinderella is the best known of magic. Hidden behind the overt, literal considerable body of literature on and most copied of the fairytales, with as story is a second metaphorical story that can be considered as another case in which many as 700 variants; almost every cul- provides a window into the cultural origins culture is seen as transmitted through lin- ture has a version” (Worthy & Bloodgood, of the . guistic forms” (p. 38). Dec./Jan. 1992-93, p. 291). It is agreed that These two levels provide opportunities Thus, the analysis of figurative expres- one of the earliest recorded versions of Cin- for the teacher to successfully utilize the sion in language can reveal underlying con- derella is the Chinese story of Yeh-Shen, tales and to lead students into a deeper and cepts as well as the culture of its speakers. believed to date back to the Tang Dynasty more thorough understanding of how to With the publication of an important book (618-907 A.D.). It was popular among the read for meaning, to scaffold an apprecia- by Lakoff and Johnson in 1980 entitled ethnic minority, Luoyue, of southern China tion for figurative thought, and to examine Metaphors We Live By, the early idea of in the ninth century (Nong, 1998). the nature of a different culture. Yeh-Shen figurative language as merely figures of provides such an opportunity. speech to be used by writers has given way Barbara C. Palmer is professor emerita Yeh-Shen: from to a contemporary theory of metaphor. As of reading and language arts China, retold by Ai-Ling Louie (1982), is described by Yu (1998), “the central thesis in the College of Education an early version of the classic fairy tale of the theory is that metaphor, in its broad- at Florida State University, and was based on the Chinese manuscript est sense, is pervasive and essential in Tallahassee, Florida. “Youyang Zazu,” which might best be trans- language and thought” (p. 2). Essentially, Lingzhi Sun is an associate professor lated as The Miscellaneous Record of You there has been a movement from consider- of English to speakers of Chinese Yang. Youyang Zazu is dated to the Tang ing figurative language as figures of speech at Shanxi Agricultural University dynasty (618-907 A.D.) (Nong, 1998). to the broader term “figures of thought” in the People’s Republic of China. Such stories were recorded by the Chi- (Lakoff & Johnson, 1980). Judith T. Leclere is an adjunct professor nese scholar Duan Chengshi and named Understanding diverse cultures, there- of reading and language arts for a mountain sanctuary in Hunan, to fore, requires that there is some attempt in the College of Education which some scholars were supposed to to understand the unique nature of the at Florida State University, have retreated at the time the Emperor, figurative thought of that culture. While Tallahassee, Florida. Qin Shihuang, burned books and perse- most research about figurative language

WINTER 2012 49 Promising Practices

(i.e., Gibbs,1992; Gibbs, 1994; Gibbs, Bog- figurative language, thus acquiring communication, can reflect the thoughts danovich, Sykes, & Barr, 1997; Glucksberg, a deeper understanding of Chinese and hopes of a particular cultural group. 2001; Glucksberg, 2003; Lakoff & Johnson, traditional society and culture. Symbolism is an important part of Chi- 1980; McGlone, 1996; Polli, Smith, & Polli, nese culture. The high incidence of the use 3. To examine traditional Chinese 1990) focused on its understanding and of symbolism in China can be attributed symbolism and figurative thought in interpretation, there are few studies about to three factors: order to better understand Chinese figurative language in relation to society customs, beliefs, social values, and 1. The fact that Chinese is an ideo- and culture. ways of thinking, thus developing graphic (rather than an alphabetic) both students' and teacher's intercul- written language allows the devel- Objectives of Our Analysis tural understanding (and to provide opment of multiple dialects and This article will analyze the figurative some instructional ideas for the use pronunciations. The ideographic language that reflects Chinese traditional of Yeh-Shen as a bridge to cultural nature of the language also leads to society and culture in Yeh-Shen. We will understanding for students through multiple pronunciations of a single consider both the figures of speech and the the grades.) word contributing to a large number figures of thought (to include symbolism) of homophones in the language. For that provide insight into an understanding Figures of Speech in Yeh-Shen that reason, words with very dif- of the Chinese culture through a reading ferent meanings become associated An examination of only the figures of of Yeh-Shen. This analysis can be used with each other due to the similarity speech in Yeh-Shen, as presented in Table by teachers to increase students’ cultural of their sounds when spoken. An ex- 1, might lead the reader initially to believe awareness and authentic understanding ample of this is the word “fu,” which that there is very little use of figurative of figurative language, thus developing means “good luck,” but also can mean language. However, as the reader develops intercultural competence. The intention “bat.” As a result, a bat represents an understanding of the use of metaphor of the article is: good luck. In addition, the ideograph- and symbolism in the story, a far differ- ic nature of the written language is 1. To identify and categorize the ent picture emerges. Knowledge of the that all meanings, whether concrete figurative language and symbolism nature of Chinese cultural thought and or abstract, must be represented by in Yeh-Shen. the Chinese people’s extravagant use of concrete pictures. This is the very symbolism is required to fully appreciate nature of symbolism. 2. To encourage students and teachers the metaphorical nature of Yeh-Shen. to reflect on socio-cultural elements in Symbols, as an alternative way of 2. As well as linguistic symbolism, the story through an analysis of the there are symbols that originated

Table 1 Figures of Speech in Yeh-Shen Figurative Language Definition* Example in Yeh-Shen Simile A that involves a direct comparison Yeh-Shen’s skin is as smooth as ivory. between two unlike things, usually with the words Her feet feel light as air. “like” or “as.” Her slippers were woven of golden thread, in a pattern like the scales of a fish. Metaphor A figure of speech that involves an implied comparison Dark pools for eyes between two relatively unlike things by speaking of one The old man’s hair flowed down over his shoulders. in terms of the other. It was said her stepmother and stepsisters were crushed to death in a shower of flying stones. Synecdoche A figure of speech that mentions a part of something That day Yeh-Shen turned many a head as she to suggest the whole. appeared at the feast. Personification A figure of speech that gives the qualities of a person to The fish rested its head on the bank of the pond. an animal, an object, or an idea. The fish wisely hid itself. The moon hid behind the cloud. Hyperbole A bold, deliberate overstatement not intended to be taken Yeh-Shen dropped her tears into the still waters of the pond. literally; it is used as a means of emphasizing the truth of a statement. Understatement The presentation of a thing with underemphasis in order The slipper was shaped of the most precious of metals. to achieve a greater effect. It wasn’t until the blackest part of night that Yeh-Shen dares to show her face in the pavilion. At once the king was struck by the sweet harmony of her features.

* Definitions from Webster’s Online Dictionary

MULTICULTURAL EDUCATION 50 Promising Practices

from ancient mythical beliefs. The that children could not comprehend figura- Tiny Feet and Shoes Chinese people’s respect for nature tive language at an early age and did not Yeh-Shen was described as having very is reflected in their widespread use of develop a deep understanding until later tiny feet to wear the golden slippers. Feet natural symbols to which they attach adolescence or early adulthood. The charm- in ancient Chinese culture have unique specific values that represent their ing examples we have of the literalness of symbolic significance (Lu, 2007). Small sacred feelings. Accordingly, symbolic children’s talk support this belief. However, feet were considered exotic, beautiful, and meanings have become an intrinsic in a review of the research on children’s feminine and were preferred by men. The part of Chinese culture and have understanding of metaphor, Vosniadou practice of foot binding was thought to played a significant role in the lives (1987) found that children produce “meta- have begun in the late Tang Dynasty and of Chinese people. Some examples phor-like utterances as soon as they start lasted almost a thousand years in China of nature symbols in Yeh-Shen are talking and are capable of understanding (Steele & Major, 1999). the fish, her constant friend, and the simple metaphorical expression by the age According to Levy (1996), “the vogue feathers of the cloak that she wears of four” (p. 870). for a special and artistic dancing effect to the festival. These symbols are fur- However, Vosniadou goes on to explain achieved through foot binding slowly ther described later in this article. that “this development is not complete un- established a fashion for the rest of the til the late childhood years when the child’s 3. Finally, much of the Chinese un- country” (as cited in Kippen, 2005, p. 68). conceptual and linguistic competence derstanding of the universe is based Small feet were often associated with approximates that of an adult” (p. 870). on the acceptance of the Chinese Five the euphonious term, golden lotus (Feng, What follows is a breakdown of some in- Element Theory (May, 2001). The Chi- 1994). Mao (2008) indicates that tiny feet structional ideas for elementary children, nese believe that there are five basic were seen as a sign of beauty and attrac- middle-schoolers, and high-schoolers that forms of energy: water, wood, fire, tiveness in ancient China, much like high take into account the cognitive stages of earth and metal. Each of these ele- heels give the visual illusion of smaller feet each of these groups of students. ments is associated symbolically with as used by fashionable modern women in unique characteristics. For example, many cultures. Ideas for Elementary Students water represents solitude, mystery, Mao (2008) argues that tiny feet were honesty, anxiety, and introspection; Children of this age will probably also a symbol of identity and virtue be- wood represents leadership, decision- benefit from direct, explicit instruction cause it signified that a girl had achieved making, and conflict; fire represents in how to understand figures of speech. womanhood; it also symbolized that a emotional extremes and extroversion; Palmer, Shackleford, Miller, and Leclere girl's family was wealthy since they had a earth represents a caring, supportive, (2006) offer a model to provide explicit daughter who did not have to work. His- family focus; and metal represents modeling and instruction in context with torically, this is an interesting element of analysis, morality, moderation, and students across the age continuum. They the story because foot binding is dated to self-control. Each element also has a recommend the following steps: the Tang Dynasty (618-907 A.D.), which is much later than the Ch’in (221-206 B.C.) color and an image, i.e., water—black, 1. Identify the figurative language that night, winter; wood—green, morning, you wish the children to understand (e.g., and Han (206 B.C.-220 A.D.) dynasties in spring; fire—red, mid-day, midsum- “dark pools for eyes”). which the story takes place. mer; earth—yellow, afternoon, late This gives us an indication that small summer; and metal—white, evening, 2. Determine the literal meaning; (What feet were admired for some time prior to does a dark pool look like? What charac- the actual practice of foot binding and autumn. For the Chinese, the keys to teristics does a dark pool have?) health and happiness lie in keeping that it came more slowly into the Chinese these elements in the proper balance. 3. Check to see if the literal meaning culture than had formerly been thought. This balancing is called Yin and Yang. makes sense and is logical—re-read for Interestingly, the European version of Yin and Yang and the Five Elements clues in accompanying context, summa- Cinderella also includes this element of rize what has been understood; and are used by the ancient Chinese to tiny feet. It is important to indicate to explain everything on the earth. 4. Find the significance of the phrase as the students that this custom is no longer it relates to the students’ lives. Who in practiced in China. Additionally, many Chinese symbols the classroom has eyes that remind you have much to do with five types of good of dark pools? What is something that Azure Blue Gown and Gold Slippers fortune: good luck (“fu” in Chinese), pros- you could compare your eyes to? Provide perity (“lu” in Chinese), longevity (“shou” in examples of the expression or word in Throughout their history, as well as Chinese), happiness (“xi” in Chinese) and oral, informal language where the in- today, colors are very important to the Chi- wealth (“cai” in Chinese) (Liow, 2005). This tended meaning is clear; ask students to nese people. The symbolism attached to a formulate other examples; use role-play is a relatively simple explanation of a very specific color varies from culture to culture. and body language; find pictures; ask Yeh-Shen was provided with a gown of complicated belief system. students to illustrate the expression; and azure blue and a pair of gold slippers by the allow discussion and guessing. Teaching Cultural Understanding fishbone to attend the spring festival feast. Younger children, also, might be en- While red comes to mind immediately as Using the Figurative Language tranced with the cultural elements that having cultural significance in China, blue in Yeh-Shen are present in Yeh-Shen. Some of these has its meanings as well. The metaphorical/cultural instruction follow. For Chinese people, there is no distinc- of Yeh-Shen should take into account the tive difference between blue and green, age of the students. It was once believed azure is often used to describe blue-green

WINTER 2012 51 Promising Practices instead. Blue is the color of water, sky, and The Old Man with Long Hair Have students research some of the sea, so it is often associated with purity, When Yeh-Shen was crying for the characteristics of the various Chinese tolerance, and immortality. It usually signi- dead fish, an old man with long hair came festivals and plan a similar festival to fies femininity and life, just as water does. up to her and said that the bones of fish take place in their classroom. Invite Gold and yellow have great signifi- are filled with a powerful spirit. Histori- other students, or parents, to share cance in Chinese culture. The color gold cally, Chinese society has attached great in the culminating festival. shares many attributes with yellow. Tra- importance to both elderly people and long Have students use a lunar calendar ditionally, the color gold or yellow is the hair. Respect for elderly people is an inte- to determine the exact date for this color used in imperial service. For example, gral part of Confucian doctrine (, year’s Chinese New Year. the costume worn by the ancient Chinese Chinese philosopher, 551-479 B.C.), so the emperors is in yellow or gold. It is believed oldest person in a family or an organization Elementary children would also enjoy that the Chinese people worship the color has the most respect, honor, and dignity. further insight into the nature symbols yellow because the first legendary Chinese They are valued for their accumulated in the story, the fish and the kingfisher’s emperor called Huang Di (or “Yellow Em- , knowledge, and experience which feathered cloak. peror”) is considered the ancestor of all give them the power to cope with difficult Fish: Yeh-Shen’s constant friend as Han Chinese people. situations. Moreover, gold is also used in the she deals with the difficulty of her Hopefully, the old man can give young family situation is a small fish with dragon, which is the mythological symbol people instruction and guidance when they of good fortune and protection and the gold eyes. In the Chinese language are faced with difficulties and frustrations. the characters “fish” and “abundance” most popular art decoration in the Chinese On the other hand, in ancient China, until culture. Therefore, the color gold is not only are both pronounced the same way, the Qing Dynasty, men and women all wore although they are written differ- a symbol of wealth and strength, but also long hair, the longer, the better. According of good fortune in China because it is as- ently. For that reason, the fish often to Classic of Filial Piety “our bodies—to symbolizes the wish for “more” in sociated with money, prosperity, grandeur, every hair and bit of skin—are received by nobility, royalty, and immortality. the sense of “more” good luck or good us from our parents, and we must not pre- fortune. The characters for “goldfish” sume to injure or wound them. This is the Festival and Celebration sound similar to the characters that beginning of filial piety. “Filial piety is the mean “abundance of gold.” Finally, Yeh-Shen longed to go to the festival root of all virtue and the stem out of which two fish together symbolize marriage where young men and young women hope grows all moral teaching” (Legge, 2004, p. and fertility. Therefore, the fish in to meet and to choose whom they would 17). Cutting one’s hair was considered not Yeh-Shen, which represents magic marry. Every nation of the world has its filial and uncivilized. power in the story, is also a cultural own traditional festival, as does China. The old man with long hair in Yeh-Shen symbol of good luck and prosperity With 5,000 years of recorded ongoing histo- is a cultural symbol of status, of nobility and and can bring happiness, marriage, ry, Chinese traditional festivals have been of virtue. Therefore, he can help Yeh-Shen and family. an important part of Chinese culture. deal wisely with her difficult problem. Some Chinese traditional festivals are based ideas to explore these cultural elements Feather Cloak: The cloak that Yeh- on the Chinese lunar calendar. The dates with children might be to: Shen wears to the festival is made of each festival in each year are varied. For of the feathers of the kingfisher. Mc- Have the children use the internet example, the Chinese New Year, known as Dowall (2009) indicates that Chinese to find examples of Chinese clothing Spring Festival in China, is celebrated on people were inspired by the beauty or festivals and prepare a bulletin the first day of the first month of the lunar and variety of the birds and animals board or report. calendar. Chinese traditional festivals are around them. They sought their colorful and rich in content. Discuss ideas of beauty in cultures; feathers as adornment or accessories. Each festival, including the Spring long hair and tiny feet, for example. The kingfisher has enchanting, color- Festival, the Lantern Festival, The Clear Find pictures in magazines of people ful feathers and has been considered Brightness Festival or Tomb-Sweeping with short hair and/or big feet and a very lucky bird (Jackson, 2001). Festival, the Dragon Boat Festival, the discuss whether they are considered The Chinese considered kingfisher Mid-Autumn Festival and the Double beautiful in our culture. feathers on their clothes to be both at- Ninth Festival (Zhou, 2003), is associated tractive and lucky. Thus, Yeh-Shen’s with and stories. Of all the festi- Ask students to line up in the room kingfisher feather cloak is an indica- vals, Spring Festival—the Chinese New based on the size of their feet or the tion of her attractiveness and beauty year—is the most elaborate, popular, and length of their hair. This might in- as well as a sign of good luck. important. This is an exciting and cheerful clude some direct instruction on mea- Reflecting the Chinese symbolic un- time of year and everyone greatly looks surement. What are some of the best derstanding of fish and feathers, have forward to this celebration. Although cel- characteristics of the person with the children make fish scale shoes ebrations of different festivals are diverse, the biggest feet or the longest hair? and feather cloaks. the common elements of all festivals are What about the best characteristics of those with the smallest feet or the similar, namely, expressing a desire for Middle-Schoolers happiness and well-being, experiencing shortest hair? Have students discuss harmony between man and heaven, and whether these characteristics make Students of this age are able to relate family reunion. a difference in our culture. abstractly to metaphor and symbolism. Oftentimes, the theme of a fairy tale such

MULTICULTURAL EDUCATION 52 Promising Practices as Yeh-Shen can be reduced to a cultural tell much about Chinese traditional ways Elements and the concepts of Yin and proverb. Teachers can use the fairy tale of experiencing life, about typical Chinese Yang, older students could be asked to reinforce the concept of theme for virtues and cultural values, common sense to complete a chart such as the one in middle-schoolers. According to Worthy and wisdoms. Table 2 in order to understand the deep and Bloodgood (Dec. /Jan. 1992-93), “The Some ideas to correlate the idea of respect that the Chinese people have Cinderella stories portray a universal theme and proverb for middle-schoolers for balance and the Five Elements. theme—the triumph of good over evil in could include the following: Explore the stereotypical roles for a family context” (p. 291). Yeh-Shen is no Compare and contrast some Chinese women and men in fairy tales, such exception. However, Chinese folktales usu- proverbs and English proverbs. as beautiful young woman, hand- ally convey a moral lesson that often can some (rich) prince, wise old man, and be described in proverbs. Proverbs have Identify some English proverbs and wicked stepmothers and sisters. How great significance to the Chinese since they have students work in groups to de- do these stereotypes describe the embody many of their cultural values. velop short fairy tales that illustrate culture from which they came? Many Thus, the theme of Yeh-Shen can be the proverb. interesting ideas can be debated summarized as the following proverbs: Have students match proverbs to around this topic. For example, do we Jealousy never wins; other known fairy tales. value women for beauty and men for wealth? Do the Chinese? What about One good turn deserves another; Other ideas to capture the growing step-relationships? Why are they so Kindness is rewarded and evilness is abstract reasoning of early adolescence often present in fairy tales? punished; might be to: How do the two cultures describe Do to others as you would want others to Have them write song lyrics about beauty, both in people and in nature? treat you (the Golden Rule). Yeh-Shen and/or Cinderella. How would you use metaphor to As a part of language, proverbs are Have them work in groups to develop describe beauty? Look at examples closely integrated within the society and a webpage or webquest about the of poetry as well as prose to find culture. Francis Bacon said: figurative language in the story. examples of figurative language to describe an abstract concept, such The genius, wit, and spirit of a nation are as beauty. Make a poster, poem, or discovered in its proverbs. In them is to High-Schoolers be found an inexhaustible source of pre- bulletin board using the figurative By this time students can fully under- language that you have found. cious documents in regard of the interior stand the cultural implications of the story, history, the manners, the opinions, the Evaluate the quality of metaphor. Es- beliefs and the customs of the people… compare and contrast cultures, develop (as cited in Lister, 1994, p. 243) abstract concepts related to the story, and tablish a rubric or set of standards to create their own abstractions from their evaluate figures of speech and bring During a long history as a civilization, understanding of the story. Some ideas in examples to discuss. the Chinese have generated innumerable might be: proverbs that have guided generations of This version of Cinderella was writ- people. Therefore, Chinese proverbs can After completing a study of the Five ten by a minority group in China.

Table 2 The Five Elements Element Chinese Thought Examples in Yeh-Shen What I Believe It Means

water Water is considered the source of all life. Water is associated with Yeh-Shen dropped her Yeh-Shen, like water, good personality, beauty, and affection (Mi, 2005). Water is tears into the still had great power to contradictory in that it is strong and soft, tolerant and adaptable. waters of the pool. overcome obstacles It also symbolizes Yin, or woman, the counterpart of man (fire). to realize her dream. As a result, being soft like water is a wise way to solve interpersonal problems in daily life. (Liow, 2005)

earth (Fill in responses as above for this element)

fire (Fill in responses as above for this element)

wood (Fill in responses as above for this element)

metal (Fill in responses as above for this element)

WINTER 2012 53 Promising Practices

Using the story as a framework, References College, 6(1). create your own version of the fairy Mao, J. (2008). Foot binding: Beauty and torture. Bettelheim, B. (1976). The uses of enchantment: The Internet Journal of Biological Anthropology, tale, choosing a separate ethnicity. The meaning and importance of fairy tales. In doing so, research the culture and 1(2). Retrieved from http://www.ispub.com/ New York: Knopf. ostia/index/php?xmlFilePath=journals/ijba/ incorporate characteristics indicative Bonvillain, N. (2003). Language, culture, and com- vol1n2/foot.xml of that particular culture. For ex- munication: The meaning of messages (4th ed.). May, A. (2001). Chinese element theory. Re- ample, what does the culture value Upper Saddle River, NJ: Prentice Hall. trieved from http://www.andrew-may.com/ in a woman? What does the culture Davies, M. G. (Sept. 2008). Fairy tale retellings in zendynamics/elements.htm regard as cruel and unjust? Then, print and online: Developing intercultural com- Metaphor. (n. d.). In Webster’s online dictionary. create a digital story book, including petence. Electronic Digital Media Reporter Co- Retrieved from http://www.Websters-online- menius 3 Network Newsletter, 5. Retrieved from dictionary.org/ narration, music, and images to en- http://www.commquest.at/comenius/downloads/ gage your selected audience. Mi, Y. P. (2005). Symbolism of water and its newsletter/EDM_Newsletter_5_web.pdf connotation of ethnic and cultural spirit. Each student could choose one of the Duranti, A. (1997). Linguistic anthropology. Nationalities Forum, 10, 26. Cambridge, UK: Cambridge University Press. McDowall, C. (2009). Chinese kingfisher orna- fictional characters in Cinderella. Feng, J. C. (1994). (D.Wakefield,& H.Goldblatt, With these characters in mind, every ments. Retrieved from http://www.thecultu- Trans). The three-inch golden lotus. Honolu- reconcept.com/circle/chinese-kingfisher-orna- student could create a blog, taking on lu, HI: University of Hawaii Press (Original ments-beauty-and-decoration the persona of his or her particular work published in Chinese 1986). McGlone, M. S. (1996). Conceptual metaphors character. Collaborating with peers, Gibbs, R. W., Jr. (1992). Categorization and and figurative language interpretation: students could both post on their own metaphor understanding. Psychological Food for thought? Journal of Memory and blog page and comment back and Review, 99(3), 572-577. Language, 35, 544-565. forth to classmates (always remain- Gibbs, R. W., Jr. (1994). The poetics of mind: Figu- Nong, X. G. (1998). Cinderella story cultivated rative thought, language, and understanding. ing in their character’s voice). by Luoyue culture. Studies of Ethnics in New York: Cambridge University Press. Guangxi, 4, 36-43. Gibbs, R. W. Jr., Bogdanovich, J. M., Sykes J. Palmer, B. C., & Brooks, M. A. (2004). 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