000			03864nam a22002537a 4500
999			_c236386 _d236385
003			MX-MeUAM
005			20191011091813.0
008			180201s2019 mx fo||d| 00| 0 spa d
040			_aMX-MeUAM _bspa
050	0	0	_aZA3075 _bF56 2019
100	1		_aFlores Osuna, Karina _918904
245	1	0	_aLanguage teacher´s academic literacy: a comparative study in three mexican universities _h[recurso electrónico] / _cKarina Flores Osuna ; director, Jitka Crhová
260			_aTijuana, Baja California; _aMexicali, Baja California, _c2019.
300			_a1 recurso en línea ; 243 p. : _bil. col.
500			_aLicenciatura en Docencia de Idiomas
502			_aTesis (Licenciatura) - Universidad Autónoma de Baja California Facultad de Idiomas, Tijuana, Facultad de Idiomas, Mexicali 2019
504			_aIncluye referencias bibliográficas.
520			_aThis 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.
650		4	_aAlfabetización informacional _vTesis y disertaciones académicas. _xEstudio y enseñanza (Superior)
700	1		_aJitka, Crhová _edir. _918905
710	2		_aUniversidad Autónoma de Baja California. _bFacultad de Idiomas
856			_zTesis digital _uhttps://drive.google.com/open?id=1Xmde7qQIE5S8yUHiZHZYOwo2iGiKLAhX
942			_cTESIS