This paper takes as point of departure a functional linguistic model of metaphor as ‘symbolising’ discourse semantics, to re-consider metaphor from the perspective of literacy pedagogy. It starts by contextualising this model in the stratal theory of language, register and genre in systemic functional linguistics, then outlines the structuring of curriculum genres, and the instantiation of meanings in texts and individuation of speakers’ repertoires. These parameters are deployed to analyse metaphor in a history text that was used for a demonstration literacy lesson in a South African high school. They are then further deployed to analyse how metaphors were negotiated by teacher and students in this lesson, using a pedagogic strategy known as Detailed Reading. The paper concludes with implications for learning to read the metaphorised uncommonsense of academic fields.

本文以隐喻的功能语言模型作为“符号化”话语语义为出发点，从读写教育学的角度重新思考隐喻。首先将这个模型在系统功能语言学的语言、语域和体裁的分层理论中进行语境化，然后概述课程体裁的结构，以及文本和个体化意义的实例化。演讲者的曲目。这些参数用于分析历史文本中的隐喻，该文本用于南非高中的示范识字课。然后，他们将进一步部署，使用称为详细阅读的教学策略，分析教师和学生在本课中如何协商隐喻。该论文的结论是对学习阅读隐喻的学术领域的不寻常的影响。