Teaching students to read beyond the literal meaning

Students meet literal and figurative language everywhere: in classroom texts, online videos, advertisements, novels, song lyrics and everyday conversation. A sentence may state exactly what it means, or it may use imagery, exaggeration, comparison or symbolism to communicate an idea indirectly. Learning to tell the difference helps students read with greater accuracy and respond to texts with confidence.

This skill is especially valuable for Australian learners working across different English backgrounds. A student may understand every individual word in “the classroom was a zoo” yet still need support to interpret the expression. Explicit teaching, contextual vocabulary practice, interactive exercises and immediate feedback can make these hidden meanings easier to recognise, explain and apply.

Clarifying the difference between literal and figurative language

Literal language means that the words communicate their ordinary, direct meaning. If a text says, “The students walked to the library,” readers can generally understand the sentence without looking for an additional message. Figurative language uses words in a creative or non-literal way. In “The library was whispering with activity,” the building is not actually whispering; the phrase creates an image of quiet movement and conversation.

Begin with clear, familiar examples rather than complex poetry. A teacher might write “The soup is hot” beside “That test was hot,” then ask students to explain why the same word has different meanings. Concrete examples allow learners to notice that context controls interpretation. Students can underline the words that seem unusual and describe what the writer probably intends.

A useful classroom routine is to divide examples into three steps: what the words literally say, what the phrase suggests, and which clues support that interpretation. This prevents students from guessing without evidence. It also builds a habit that transfers to fiction, persuasive writing and comprehension assessments.

Using context to reveal meaning

Context is the strongest tool for deciding whether a phrase should be read literally or figuratively. Students should examine the surrounding sentences, the speaker’s purpose, the topic and the likely audience. In “The wind knocked over the bins,” the action may be literal. In “The news knocked him over,” the phrase probably describes shock or emotional impact.

Short passages work well for guided practice. Present a sentence on its own, then add enough surrounding information to make the intended meaning clearer. For example, “Mia carried a mountain of homework” may initially confuse a learner. A following sentence explaining that she had six assignments due helps students infer that “mountain” means a very large amount.

Sentence structure can affect interpretation as much as vocabulary. Students who lose track of clauses may misunderstand which words belong together, so a sentence structure guide can support lessons involving dense passages and embedded comparisons. Teachers can model how to pause at punctuation, identify the main clause and then connect the figurative phrase to the larger idea.

Australian contexts can make these activities memorable. A text about commuters catching a tram in Melbourne, families watching an AFL match or students travelling by train in Sydney gives learners familiar background knowledge. Teachers can ask whether “the crowd exploded” describes a physical event or the excited reaction of spectators. Familiar settings reduce the language load while keeping the interpretation task challenging.

Teaching common forms of figurative language

Once students can distinguish direct and indirect meaning, introduce common forms one at a time. Similes compare two things using “like” or “as”, as in “the water shone like glass”. Metaphors make a direct comparison, such as “the city is a sleeping giant”. Personification gives human qualities to non-human things, while idioms have meanings that cannot be understood by translating each word separately.

Keep terminology connected to purpose. Students do not need to memorise labels without understanding why a writer uses them. A metaphor may help readers visualise an unfamiliar idea, an idiom may create an informal tone, and personification may make a setting feel alive. Ask students to explain the effect of the expression, not just identify its category.

A sorting activity can help students compare forms. Give groups cards containing examples such as “as busy as a bee”, “the traffic crawled”, “break the ice” and “the sun warmed the pavement”. Learners place each card under a heading, then rewrite it in literal language. The reverse task is equally useful: students transform plain sentences into vivid comparisons while preserving the original meaning.

Idioms deserve special attention in English-language classrooms because their meanings are strongly shaped by culture. Expressions heard in Australian conversation, such as “flat out” or “bring a plate”, may confuse students who interpret them word for word. Explain the social setting and register of each phrase, and make clear that some expressions are suitable for casual speech but not for every formal assignment.

Supporting EAL/D learners and diverse classrooms

Students learning English as an additional language or dialect may need extra support because figurative expressions involve vocabulary, culture and inference at the same time. Use visuals, gestures and short explanations before asking learners to interpret a passage. A picture of a student carrying an enormous stack of books can prepare the class for the phrase “a mountain of homework”.

Teachers can provide sentence frames such as “The phrase literally means ___, but in this passage it suggests ___ because ___.” These frames give students a safe way to explain reasoning while developing academic language. Word banks can include terms such as direct, implied, comparison, exaggeration, mood, evidence and context.

Australia’s classrooms are linguistically diverse, from metropolitan schools in Brisbane and Perth to regional communities and remote learning settings. Encourage students to share equivalent expressions from home languages when appropriate, while clarifying that figurative meanings do not always transfer directly. This approach respects multilingual knowledge and shows that every language uses creative ways to communicate.

Lessons should also provide multiple ways to demonstrate understanding. A student might annotate a passage, record a spoken explanation, match phrases with meanings or create a visual representation. This flexibility supports inclusive practice and aligns with the broader responsibilities of Australian schools under the Disability Standards for Education 2005. Digital exercises with immediate feedback can provide additional rehearsal without putting a learner on the spot in front of the class.

Reading platforms can extend this work beyond a single lesson. Contextual vocabulary activities let students meet an expression several times in different passages, while progress reports help teachers identify whether a learner can recognise figurative language, explain it or use it independently. Short practice sessions can fit around everyday routines, including a morning reading block, a library session or travel on public transport.

Checking understanding through discussion and writing

Assessment should reveal the thinking behind an answer. Asking “Is this literal or figurative?” is a useful starting point, but it does not show whether students understand the intended message. Follow up with prompts such as “What would the literal version be?”, “Which clues helped you?” and “How does this expression affect the tone?”

A three-column response can make reasoning visible. In the first column, students copy the phrase. In the second, they write its direct meaning. In the third, they explain the intended meaning and the evidence from the text. For example, “The classroom was buzzing” may become “The classroom was full of a humming sound” in the literal column and “The students were energetic and talking excitedly” in the interpretation column.

Writing tasks provide another strong check. Ask students to describe a rainy afternoon first in literal language and then with two figurative expressions. They might write, “Rain fell for an hour,” followed by, “The clouds opened their taps.” Classmates can identify which phrases are direct, which are imaginative and whether the figurative choices suit the intended audience.

Teachers should correct misunderstandings precisely rather than simply marking an answer wrong. If a student interprets “I have butterflies in my stomach” as a physical event, acknowledge the literal reading and then explain how the context signals nervousness. Immediate, specific feedback helps learners revise their interpretation and prevents an incorrect meaning from becoming fixed.

Digital quizzes can reinforce the same process with instant responses, but human discussion remains important. A platform may show that a learner selected the wrong meaning; a teacher can then ask the student to point to the clue that caused confusion. Combining data with conversation gives a fuller picture of reading development and supports targeted instruction.

Build regular practice into the reading programme rather than treating figurative language as an isolated topic. Use a short advertisement, a sports report, a children’s novel, a news article or a poem each week. Students can maintain a personal phrase journal, recording the expression, its meaning, the context and an original sentence. Reviewing these entries helps vocabulary move from recognition to active use.

Invite students, teachers and families to make this practice part of daily reading. Explore a passage, highlight an unusual expression, discuss its literal and intended meanings, and complete a short interactive exercise for immediate feedback. With consistent support, learners can become more precise readers, more expressive writers and more confident participants in English-speaking communities across Australia.