Language teacher´s academic literacy: a comparative study in three mexican universities

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dc.contributor.authorFlores Osuna, Karina
dc.contributor.directorJitka, Crhová
dc.coverage.placeofpublicationMexicali, Baja California.
dc.date.accessioned2026-04-19T22:47:21Z
dc.date.available2026-04-19T22:47:21Z
dc.date.created2019
dc.degree.deparmentUniversidad Autónoma de Baja California Facultad de Idiomas, Tijuana, Facultad de Idiomas, Mexicali
dc.degree.grantorTesis de Licenciatura / bachelor Thesis.
dc.degree.nameLicenciatura en Docencia de Idiomas
dc.description.abstractThis thesis forms a part of a research project that holds as purpose describing the development of literacy of teacher-researchers in the field of language teaching in three Mexican universities through their narratives. The research project is part of the macro project of the research network RILE“Red de Investigadores en Lenguas Extranjeras”, which was financially supported by the Secretary of a Public Education. The narratives of the teachers were obtained through semi-structured interviews that enabled us to obtain large chunks of information from the studied subjects. Life stories and the development of literacy were analyzed through the procedures of the content analysis. The patterns and pathways of academic literacy development in language teachers (first reseacrh question) could be established in this process, where five central teams arose: 1.1 the academics developed their literacy through their prior schooling and participation in academic/teacher training courses, 1.2. via academic productivity, 1.3. engaging in research projects, 1.4. through the development of specific academic skills related to reading, and finally, given the specificity of the sample, 1.5. biliteracy and bilingualism development theme emerged in the analysis of the data obtained through language teachers’ narratives. The second research question, addressed in this project, was to identify the key moments in the process of developing teacher-researchers ́ academic literacy. These narratives allowed us to extract information in order to analyze it by specifying the elements that the research questions contained. We were able to discern the key elements that were required in order to interpret our results. The analysis of the narratives of the 31 teacher- researchers from three public universities in Mexico, being represented one Northern, one 7 Central and one Southern University, displayed similar patterns in as much as the development of the academic literacy and biliteracy. The university teachers have developed literacy mainly in both Spanish and English languages. Spanish, as the mother tongue of the vast majority of the teachers, is also the language in which the major part of them publishes their academic texts. Lastly, the narratives used in this investigation will not only serve as insight to the most important moments in terms of academic literacy development, but also to acknowledge the difficulties they had to overcome in regards to academic skills in writing and the factors that affected their academic productivity that are not necessarily tied to their writing skills.
dc.format.extentRecurso en línea, 243 p.
dc.format.mimetypepdf
dc.identifier.urihttps://hdl.handle.net/20.500.12930/13845
dc.language.isospa
dc.publisherUniversidad Autónoma de Baja California.
dc.relation.urlhttps://drive.google.com/open?id=1Xmde7qQIE5S8yUHiZHZYOwo2iGiKLAhX
dc.rightsopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4
dc.subjectAlfabetización informacional||Tesis y disertaciones académicas||Estudio y enseñanza ||Superior||
dc.subject.lccZA3075 F56 2019
dc.titleLanguage teacher´s academic literacy: a comparative study in three mexican universities
dc.uabc.bibliographycNoteIncluye referencias bibliográficas.
dc.uabc.bilbiotecaIDIOMAS
dc.uabc.identifier236386
dc.uabc.numInventarioIDI008151
dc.uabc.typeMaterialTESIS
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