Mexican university teacher-researchers’ biliteracy beliefs and practices

• Authors: Jitka Crhová , María del Rocío Domínguez
• Languages of publication: EN

Abstracts

EN

There has been a growing interest in describing higher education academic literacy. In our study, literacy is conceived as multi-layered phenomena, multiple in its character, denominated “multiliteracies” (Cope & Kalantzis, 2013). Furthermore, within the multiliteracies frame, multilingual literacies (Martin-Jones & Jones, 2000) are distinguished and discussed in the present paper, in particular the development of biliteracy in local academic settings. This paper explores connections between the teachers’ perceptions on literacy, teachers’ own biliteracy development as publishing authors and researchers. The research draws on the data obtained through a questionnaire applied in the first phase of the project to 100 participants from three public universities from northern, central and southern part of Mexico, which was completed by analysis of narratives gathered through interviews from a reduced sample of participants (31). The results seem to indicate that language teachers-researchers perceive their L2 literacy in wider terms, beyond mere reading-writing skills development and decodification of the text, which seems to be apparent in academics with higher academic credentials.

Keywords

EN

literacy; biliteracy; biliteracy beliefs and practices; language teachers-researchers’ professional development

• Publisher: Sciendo
• Journal: Journal of Language and Cultural Education
• Year: 2016
• Volume: 4
• Issue: 3
• Pages: 3-31

Dates

published

2016-09-01

online

2016-11-08

Contributors

author

Jitka Crhová

• Universidad Autónoma de Baja California,

author

María del Rocío Domínguez

• Universidad Autónoma de Baja California,

Identifiers

DOI

10.1515/jolace-2016-0023