Abstract

Twenty-seven semi-guided conversations between lecturers and Spanish-speaking undergraduate students were recorded at five different universities in Europe where English is the medium of instruction. Examination of the metaphorical language used in these conversations revealed that SIGHT plays an important role in academic mentoring in English. Lecturers often frame their advice to undergraduate students in terms of what has been called “UNDERSTANDING IS SEEING,” on the face of it a somewhat unsurprising finding. If one takes it that the correlation between mental and visual activity is somehow “primary” then this way of reasoning about learning and knowledge should be common ground in conversations between English- and Spanish-speaking interlocutors. However, we found no such alignment between the two groups of participants in an academic setting. The Spanish speakers not only used words and terms associated with vision significantly less frequently t..