ABSTRACT
The concept of grammatical metaphor was introduced into linguistics by Halliday (1985), and it is increasingly recognized that this is a key mechanism by which the resources for the making of meaning in a language can be greatly expanded (see, for example, Ravelli 1988, Martin 1992, Halliday and Martin 1993, Simon-Vandenbergen et al. 2003). It has also been argued that one kind of grammatical metaphor, nominalization, plays a crucial role in the construction of knowledge and thus in education: success in education is seen as, to large extent, being associated with the ability to understand and use this type of grammatical metaphor (Christie and Martin 1997).
