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Mexican university teacher-researchers’ biliteracy beliefs and practices

Mexican university teacher-researchers’ biliteracy beliefs and practices Abstract 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. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Language and Cultural Education de Gruyter

Mexican university teacher-researchers’ biliteracy beliefs and practices

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Publisher
de Gruyter
Copyright
Copyright © 2016 by the
ISSN
1339-4584
eISSN
1339-4584
DOI
10.1515/jolace-2016-0023
Publisher site
See Article on Publisher Site

Abstract

Abstract 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.

Journal

Journal of Language and Cultural Education – de Gruyter

Published: Sep 1, 2016

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