Teaching students to recognise and understand figurative language

Figurative language lets writers suggest meanings, feelings and comparisons without stating everything directly. Metaphor, simile, idiom, personification, hyperbole and symbolism all require readers to connect language with prior knowledge, so they can be demanding for developing readers.

When students meet these devices explicitly, they gain a practical way to interpret texts in science, history and the arts. The goal is not to label every expression mechanically, but to help learners ask what the words suggest, justify an interpretation and revise it when the evidence changes.

Why figurative language requires explicit teaching

Many students infer familiar expressions but struggle when an idiom is unfamiliar or when a metaphor combines ideas in an unexpected way. Teachers can reduce this difficulty by naming the device, modelling the thinking process and contrasting a literal meaning with the implied meaning. This direct approach supports students who need more guided practice.

Classrooms in Sydney and Melbourne often bring together students from many linguistic and cultural backgrounds. Figurative language can be culturally specific, so teachers should invite students to compare interpretations without treating one dialect or community as the standard. Texts by Aboriginal and Torres Strait Islander writers should be taught with appropriate consultation, permissions and acknowledgement of cultural protocols.

Build knowledge of common devices

Begin with one device at a time and use short, meaningful texts. For instance, “the river swallowed the town” is personification because the river is given the human action of swallowing. Ask students to identify the literal event, name the human quality and explain the effect. This sequence makes otherwise invisible reasoning visible.

Then compare devices across familiar Australian contexts. In Melbourne, “the weather is doing gymnastics” may describe a sudden change from sunshine to showers, while “raining cats and dogs” hyperbolically suggests heavy rain. Contrast these with Australian colloquialisms such as “arvo” and “servo”, explaining that audience and purpose determine whether an unusual expression is effective.

Use context clues and background knowledge

Before reading, invite predictions from the title, images and topic. During reading, have students mark a puzzling expression, circle nearby clues and write a provisional meaning. Afterwards, they revisit the paragraph to confirm or refine their idea. This before-during-after routine prevents a first impression from becoming a fixed guess.

Context does not always supply one answer. A poker example of calculating poker equity shows how players compare likely results before committing to a bet. The transferable principle is that interpretations are provisional and evidence-based. At Adelaide’s Central Market, shop signs, street sounds and stallholders’ descriptions offer a rich setting for asking which details are literal and which create atmosphere or implied meaning.

Collaborative routines that build independence

Pair students for a “notice and wonder” routine: one reader locates the figurative expression, while the other records clues and possible meanings. They then compare explanations with a third reader and cite the words or images that support their chosen interpretation. Varying the roles keeps participation distributed and makes disagreement safe.

Use these moves during mini-lessons:

• Model the phrase, literal meaning and implied meaning.
• Ask what the expression suggests rather than what it means.
• Require text evidence alongside a labelled device.
• Revisit interpretations after new information appears.

Use quick checks while students read:

• Match expressions with plausible meanings.
• Explain why a comparison fits the context.
• Revise an interpretation when evidence changes.

Collaborative talk should remain accountable to evidence. Students need to hear different interpretations, but they also need to learn that an interpretation must connect the expression, the surrounding text and relevant background knowledge. This process builds confidence because it gives learners a repeatable method rather than a guess.

Assess understanding across subjects

Assessment can be brief and diagnostic. Give students a short paragraph containing one or two figurative expressions, ask them to annotate the implied meaning, and invite them to explain their reasoning to a partner. Teachers can sort responses into secure, partial and developing understanding, then select an appropriate example for the next lesson. Record notes against relevant Australian Curriculum expectations, and use NAPLAN-style reading items as one source of evidence rather than a single measure.

For students who struggle, provide a sentence frame, a visual clue bank and worked examples before asking for independent work. Families can help by discussing expressions in playground conversations, recipes, sport and local advertising, while teachers retain responsibility for modelling academic language. This shared practice strengthens reading without confusing conversational familiarity with comprehension of written language.