<abstract xmlns="http://www.w3.org/1999/xhtml"><p>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” (<xref ref-type="bibr" rid="j_jolace-2016-0023_ref_016_w2aab2b8c23b1b7b1ab1ac16Aa">Cope &amp; Kalantzis, 2013</xref>). Furthermore, within the multiliteracies frame, multilingual literacies (<xref ref-type="bibr" rid="j_jolace-2016-0023_ref_045_w2aab2b8c23b1b7b1ab1ac45Aa">Martin-Jones &amp; Jones, 2000</xref>) 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.</p></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.

Mexican university teacher-researchers’ biliteracy beliefs and practices

Universidad Autónoma de Baja California,

Journal of Language and Cultural Education

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

{"article-title":"Mexican university teacher-researchers\u2019 biliteracy beliefs and practices"}

There has been a growing interest in describing higher education academic literacy. In our study, literacy is conceived as multi-layered phenomena, multiple in...

Mexican university teacher-researchers’ biliteracy beliefs and practices

Publicado en línea: 08 nov 2016

Páginas: 3 - 31

DOI: https://doi.org/10.1515/jolace-2016-0023

Palabras clave
literacy, biliteracy, biliteracy beliefs and practices, language teachers-researchers’ professional development

© 2016 Jitka Crhová et al., published by De Gruyter Open

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Mexican university teacher-researchers’ biliteracy beliefs and practices

Publicado en línea: 08 nov 2016

Páginas: 3 - 31

DOI: https://doi.org/10.1515/jolace-2016-0023

Palabras claveliteracy, biliteracy, biliteracy beliefs and practices, language teachers-researchers’ professional development

© 2016 Jitka Crhová et al., published by De Gruyter Open

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Palabras clave
literacy, biliteracy, biliteracy beliefs and practices, language teachers-researchers’ professional development