Academic Literacy Development among Language Teacher-Researchers

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Analyzing academic literacy development in language professor-researchers at Mexican universities, focusing on transformative moments. Study supported by RILE network in a sociocultural context.

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Key moments in the process of development of language teacher- researchers academic literacy JITKA CRHOV MAR A DEL ROC O DOM NGUEZ GAONA FACULTAD DE IDIOMAS, UNIVERSIDAD AUTONOMA DE BAJA CALIFORNIA LLCE2019: 6THINTERNATIONAL CONFERENCE ON LANGUAGE, LITERATURE AND CULTURE IN EDUCATION 2019 (5 7 DECEMBER 2019, ROME, ITALY)

Introduction Objective: To analyze the development of academic literacy of a group of language professor-researchers at three public Mexican universities who reflected upon their academic literacy development, identifying the crucial moments that changed the way these professors read and write in their professional sphere. Rationale behind the research: To foster academic literacy, we must know what environment nurtures and encourages it as well as the precise location of those transformative moments that marked its development in our community of practice. Events and practices associated with teachers personal and professional growth have impact on their literacy; teachers literacy transforms and furthermore, the concept of literacy itself is reshaped in the process of its acquisition (Johnson & Golombek, 2011). To enable the novice teacher-researchers gain insight into second language teachers profession and its development as well as understand the role of academic literacy and the implications it bears within our sociocultural context.

Context of the study A part of the longitudinal study (2012-2016) and of the macro project of the research network RILE Red de Investigadores en Lenguas Extranjeras , financially supported by the Secretary of a Public Education in Mexico. Among other issues, the project focused on beliefs on literacy, academic literacy, and biliteracy development and practices in both in academic publishing and in class-related academic practices in language teacher- researchers in three Mexican public universities. This part of the study centered on the development of the academic literacy of 31 scholars of the three Mexican universities (10 from Northern University, 9 from Central University and 12 from Southern University) through their narratives and the procedures of content analysis, establishing similarities and differences that could affect the outcome of an individual literacy. The main concern at this point is to identify the key moments in the development of language teachers academic literacy.

Literacy practices eracy practices Literacy practices are the general cultural ways of utilizing written language which people draw upon in their lives. In the simplest sense, literacy practices are what people do [the emphasis is ours] with literacy (Barton & Hamilton, 2000, p. 7). Literacy is of utmost importance in any academic context (Brisk, 2011). Reading and writing are only meaningful when situated in the social context, in the community of practice (Lave & Wenger, 1991; Wenger, 1998) Literacy is approached in this study from the New Literacy Studies (NLS) perspective (Barton, 1994, 2007; Barton & Hamilton, 2000; Gee, 1996, 2000, 2015; Hamilton, 2012; Heath,1983; Langshear,1999; Street, 1984, 2003, among others). Literacy is viewed as a social practice (Street, 2017), multiple in its nature (The New London Group, 2000; Cope & Kalantzis, 2015); multimodal (Kress, 2010) and multi-layered, biliteracy in L1, L2 included (Hornberger, 2013). Literacy practices vs. literacy events (Kress &Street, 2006): literacy practices are more hidden, underlying and observed through literacy events.

Traditional view of literacy vs. NLS perspective

Academic literacy is known as one of the multiple literacies (Johns, 1997). encompasses the multiple and diverse literacies found in academic contexts, such as subject and disciplinary matter courses, discourses, and genres (Lea & Street, 2006). is centered primarily on the texts produced at tertiary sector. comprises the notion genre-based literacy as well as the exploration of the socio-political contexts of writing, i.e. the exploration of teachers and students social dimension (Wingate, 2012). it is not only characterized by its practices (reading, writing, etc.), it is also distinguished by the context in which literacy events occur (Olmos Lopez, 2010). has been widely explored in an Anglophone context (Carlino, 2013); in Latin America it is rather scarce; however, an increasing number of studies on academic reading, and specially writing have appeared in the last two decades, focusing namely on undergraduate ELT students (Cuatlapantli- Pich n, Lima-Xalteno, S nchez-Hern ndez, Encinas-Prudencio, 2017). The same authors report that teachers in ELT (MA and PhD graduate) present significant writing challenges too (p.167).

Language teacher- researchers University teachers perform a variety of roles that require multiple literacies. The role of the university teacher knowledge dissemination knowledge creation (based on their own research) Teacher research can be defined as a systematic inquiry by professionals in any discipline who are investigating their own practices (Borg, 2013, p. 8). university is almost the only institution that is expected by the society to pursue both the function of the research and teaching together (Arimoto, 2010, p.6). Teaching vs. research orientation, three models can be distinguished (Arimoto & Eshura, 1996 as cited in Arimoto, 2010): 1. The German model with a strong research orientation, 2. The Anglo-Saxon model, which stresses research and teaching equally, and 3. The Latin American model, which prioritizes teaching over research. Over the period of 15 years Arimoto (2010), significant changes - the extension of the German model wordwide.. The research in the area of foreign languages in Mexico is rather scarce (Ram rez Romero, 2007, 2010, 2013). A necessity to build a genuine research culture in higher education settings in our field, overcoming such limitations: academic profiles, lack of mentoring and coaching, and the widespread existence of the individualistic tendencies and competitiveness in the research field (Hern ndez M ndez & Reyes Cruz 2014)

Teacher-researchers in HE in Mexico Teacher-researchers in the higher education in Mexico are expected to work collaboratively and to enhance their productivity in formally established research groups CA (for its acronym in Spanish) were implemented in the 1990s as a part of Ministry of Education policies for the higher education. CAs, understood as groups of researchers that share the same research interests and who work in multidisciplinary groups that pursue the same goals (Izquiero Sandoval, Sandoval Caraveo, Eslava G mez, & Cruz Villegas, 2012). Institutional policies for HE in Mexico: working in a CA group, have a PRODEP membership, or/and belong to the SNI: Becoming a part of the teaching community in higher education requires, among other indicators, having publications, which is also demanded by institutional policies PRODEP (Professional Teacher Development Program), minimum: one quality publication annually. National Researchers System (in Spanish Sistema Nacional de Investigadores , SNI by its acronym), that forms a part of the National Council of Science and Technology (CONACYT), require its members to publish academic texts on a steady basis (five high-quality, research-based, refereed publications in total, three of the five products must be from the last three years for the level 1, Conacyt, 2019) with the understanding that it also rewards or gives recognition when these requirements are met. SNI promotes scientific research and technology in higher education institutes. The SNI membership serves also as a referent and as a filter for the quality of the research teachers generate and as Lengeling, Crawford and Mora (2016) state it is a requirement for evaluating the type of research and publications that the full- time university teachers produce.

Language teacher Language teacher professional development professional development In higher education, the use of literacy practices that involve specialized academic language is required to form the part of the specific (professional) community and it is through that language that a member of the given community can take ownership of resources and participate in it (CalleArango, 2018). Diaz-Maggioli (2003) explains professional development is something that is not a one-size fits all event, but rather an evolving process which includes self-disclosure, leads to reflection and growth that can produce the best results when the responsibilities are sustained over time. This means that teachers can help the student reach their goals more effectively if they are experiencing the same situation or has experienced it in his professional development. Higher standards for teachers accompany the push for higher standards for students and greater accountability for student learning, and professional development is a critical link among new policies, school reform, and improved educational practice (Knapp, 2003). In Mexico, the language teaching has professionalized recently and some of our participants professional trajectories have been delayed (lack of availabity of the undergraduate and postgraduate programs in Mexico. In the 80s and mid 90s (Da Silva & Gilb n, 1995) there were only two MA and six BA programs in the area of applied linguistics and language teaching available nationwide (p.299). Ram rez-Romero and Pampl n (2012) confirm that up until the mid- nineties, the teachers professional development (both courses and teacher training programs) was provided by the language centers mainly. MA in our were implemented in 2000s. (Ramirez, 2013).

Methodology Research approach: Qualitative A narrative enquiry approach: narrative as a story which represents what people have lived and experienced (Clandinin, 2013) Instrument: Semi-structured interviews, with 11 leading questions to document the developments of academic literacy, one focusses specifically on key moments Analysis procedure: Content analysis (Categories validated by researchers) Elegible participants requirements: PROMEP membership or SNI, to be affiliated to a formally established research group, (CA), to have a Ph.D. or MA degree, prior published academic work and actively engage in research projects. Sample: 31 teacher-researchers 10 (NU), 9 (CU), 12 (SU)

Results RQ : Which have been the key moments in the process of developing teacher-researchers academic literacy? The following table displays key moments that helped our participants develop their academic literacy. Since some of the participants mentioned more than one key moment, in some cases, they are listed under more that one category. Note: * N= Northern, C= Central, S= Southern University. ** The initial letter (in the coding) refers to participant s number, the first letter refers to the university, the second letter refers to the degree (M for Master s and D for Doctorate); the following letter represents the gender (F for Feminine and M for Masculine); S stands for currently studying doctorate at the end of the code descriptor. *** The category Other includes creative writing, reading texts of others, and doing research. ****Participants who mentioned more than one key moment.

Which have been the key moments in the process of developing teacher-researchers academic literacy? Subcategory (subtheme) I. In a certain moment of their schooling (BA. MA, Ph.D.) A) BA B) MA C) PhD D) Combined with thesis writing E) Other period related to schooling/or unspecified period, but related to schooling Frequency per campus* I. N(7), C(6), S(3) Participant ID** I.A) 3NDM****, I.B) 3NDM****, 5NDF****, 10NMM, 17CMF, 19CMF****,31SFM****, I.C) 3NDM****, 4NMFS I.D) 5NDF****, 9NMFS, 11CDF, 12CDF ****, 15CDM, 19CMF****, 21SDM, 22SMF, 31SMF**** I.E) 1NDF, 2NMF, 12CDF****, 14CDM A) N(1), C(0), S(0) B) N(3), C(2), S(1) C) N(2), C(0), S(0) D) N(2), C(4) S(3) E) N(2), C(2), S(0)

Subcategory I. 16 (51.6%) of the participants stated that their literacy level transformed significantly in a certain moment of their schooling, which they further linked to a particular scholar degree and/or sometimes in combination with thesis writing link to that degree or to the thesis writing on its own. Master s degree was significant for five participants, which represents 16.1% BA degree was considered decisive only by one participant out of the total (n=31) and the Ph.D. was mentioned by two participants. five participants (3NDM, 5NDF, 12CDF, 19CMF, and 31SMF) were included in more than one subtheme, but were computed just one (where major emphasis perceived to avoid inflated numbers) Within the subcategory I, the most frequently mentioned key moment refers to the subtheme Thesis writing, which is considered crucial in academic literacy development by nine (29.3%) of the participants

Participants testimony (12CDF) The first, the first moment where I really came to terms with, as I was telling you, having to face the fact that I had to write a thesis, see? For example, the master s thesis, and that would the very first one. After that, when I was invited to work here in (inaudible) in 2001. When I finished my master s degree and was offered immediately, then that was like I transformed as well, it wasn t the same .

Subcategory I (analysis) 16% of the participants started actually writing for academic purposes at a later stage, i.e. in their MA (most commonly their first written product is the MA thesis). In the language field, specifically referring to Mexico, research had not been considered as part of the teacher s duties up until recently (Ram rez Romero, 2013). The publishing activity of our participants starts once they concluded their graduate degrees and as a result of the research activities that accompany the same process. As Lengeling (2016) mentions, many teachers started learning how to conduct research until their MA s.

Which have been the key moments in the process of developing teacher-researchers academic literacy? Subcategory (subtheme) II. In the process of academic production Frequency per campus* II.N(2), C(3), S(2) Participant ID** 1NDF, 2NMF, 12CDF, 18CDF, 19CMF, 27SMF, 29SDF The total amount of participants who mentioned that they considered that their key moment was during the process of academic production was seven (22.5%). Thesis was also mentioned here, this time as academic product. Academic production as the key moment that transform academic literacy is documented in the following excerpt.

Participants testimony (18CDF) My texts, it is something personal for me Being immersed [in the demands of the context],one has to improve, always and to publish. Publishing is required in order to be recognized and well-evaluated . The audience has been important as well. Writing for certain audiences improves your writing, makes it more readable, pleasant, convincing and persuasive .

Which have been the key moments in the process of developing teacher-researchers academic literacy? Subcategory (subtheme) III. Influenced by mentoring and collaboration Frequency per campus* III. N(1), C(1), S(2) Participant ID** III. 2NMFS, 16CMF, 25SMF, 28SMF Participants who attributed the key moment of their literacy development to the influence of mentoring and collaboration (subcategory III) were 4 (12.9%). One of the main purposes of CAs is to encourage teamwork (and all our participants are remembers of CAs) but as could perceived collaborative work has not being stimulated successfully, perhaps due to the individualistic tendencies and competitiveness in the research field (Hern ndez M ndez & Reyes Cruz 2014).

The same participant continues narrating her experience in mentoring and collaboration which marked her literacy levels and accounted for the differences in its transformation We published with (gives a name of a mentor) and that was something else a growth opportunity because he demanded and asked for a certain level (of writing) so then while working with him, we learned a lot, but he is a generous man he says If I am to be a consultant for a thesis, I like to imagine that the other person, the person who is writing the thesis, is driving a car and I m just accompanying him and that s how he prefers it, I mean, he accompanies you, he asks questions, he asks for things but he lets you write, so that is a very enriching process; it was very important Participant s testimony on the account of mentoring and collaboration (16CMF) Then, I had a colleague who was very close, whose name was (mentions the name). Then we started writing with her, we presented together that was a very enriching experience because (name) is a very strong and capable woman, so that was important. And after that, I started coordinating the BA program for a time, and then when my coordination duties were over, I started working with (provides another name); so then, since 2012, that s almost eleven or twelve that we ve been working together.

Which have been the key moments in the process of developing teacher-researchers academic literacy? Subcategory (subtheme) IV. As a result of institutional policies and requirements Frequency per campus* IV. N(2), C(1), S(3) Participant ID** IV. 6NMMS, 8NMFS, 13CDS, 20SFD, 23SMM, 30SMF Subtheme IV was mentioned by 6 participants (19.3%). In this case, teachers said their key moment for the development of their academic literacy was developed as a result of institutional policies and requirements. They had to learn to produce high-quality products in order to maintain their position in the investigation group, complying with the institutional standards based on national/ international policies for HE.

Participants testimony (6NMMS) to comply with national standards to be subject to institutional evaluation or national, which would be PROMEP, pressures us into updating our resume To be a part of of a quality program .

Which have been the key moments in the process of developing teacher-researchers academic literacy? Subcategory (subtheme) V.Other *** Frequency per campus* V. N(0), C(1), S(2) Participant ID** V. 16CMF, 24SMF, 26SDF Subtheme V (other) was the lowest frequent category with only 3 participants (9.6%). This is because in some of these cases, their trajectory was unusual in terms of their academic background or academic literacy process. ( Ex.: creative writing, reading texts of others, and doing research)

Conclusions Conclusions The participants identified the key moments that marked their academic literacy, the academic trajectory. The postgraduate studies mainly, hand in hand with thesis writing, academic productivity, collaborative production, changing institutional policies and others were the aspects that accounted for the differences and resulted in the increment of literacy levels. For the majority of the participants, the key moment was situated in a specific moment of their schooling, perceived as a transformative moment in the development of their academic literacy. The processes of thesis writing is usually linked to the graduate academic degrees as some of our participants mentioned in their narratives, while others emphasized the academic productivity, institutional demands, collaborative work or other key moments. Adding some institutional pressure, which has been exercised by policies such as strong research orientation tendencies in the higher education, membership in PRODEP, SNI, and compliance with each institution s system of merit-based benefits, and the necessity to work collaboratively in CAs caused our participants to increment the productivity in their line of work ( for which some of them have an ambivalent opinion); however they recognized that these policies marked their productivity, their involvement in research and hence academic literacy.

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