Biliteracy in context
The use of L1/L2 genre knowledge in graduate studies
Bibliographic Data
| ID | 20505677 |
|---|---|
| Authors | Erika Mein (0000-0003-0873-1126, The University of Texas at El Paso, corresponding author) |
| Year | 2012 |
| Volume | 15 |
| Issue | 6 |
| Pages | 653-667 |
| Publication date | 2012-11-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Bilingual Education and Bilingualism (JOURNAL) |
| Journal identifiers | ISSN: 1367-0050 • E-ISSN: 1747-7522 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/13670050.2012.699946 |
| OpenAlex | W2037297725 |
| Language | EN |
| Citations received | 7 |
| References cited | 45 |
This article draws on genre theory in a biliteracy context to analyze how one US–Mexico border-crossing graduate student used her genre knowledge and meta-knowledge in her first language, Spanish, as a resource for navigating disciplinary-based genres in her second language, English. The student's strategic use of her L1 genre meta-knowledge from non-university contexts to realize academic literacy tasks in her L2 represented a form of recontextualization, where meanings move and get re-shaped across contexts. This strategic negotiation, in turn, served to disrupt the notions of ‘novice’ and ‘expert’ that are prominent in the composition studies literature on second language writers, where students are seen to be moving on a linear trajectory from novice to expert status in academic writing. The article discusses implications for genre-based research and pedagogy for multilingual learners crossing linguistic, cultural, and disciplinary boundaries in their academic studies
Academic writing · Discipline · English for academic purposes · Genre analysis · Linguistics · Literacy · Negotiation · Pedagogy · Second language · Second language writing · Sociology · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Multilingual Education and Policy
Investigating L2 writers’ metacognitive awareness about L1-L2 rhetorical differences
Associations of L1-to-L2 rhetorical transfer with L2 writers’ perception of L2 writing difficulty and L2 writing proficiency
Mapping metacognitive genre awareness with L1 and L2 writers
Cross-border school enrolment
Bridgework
La Migra” in the Classroom
Using visual scaffolding to enhance the comprehensibility of English materials in science education
Genre and Literacy-Modeling Context in Educational Linguistics
A Neurolinguistic Theory of Bilingualism
Literacy in the New Media Age
Continua of Biliteracy
Genre and Second Language Writing
Training writing skills
Literacy in Theory and Practice
Bilingual education in the 21st century
Communication, Constructivism and Transfer of Knowledge in the Education of Bilingual Learners
Literacies at the border
Transfronterizo literacies and content in a dual language classroom
Researching transfronterizo literacies in Texas border colonias
Tranfronterizos' socialization into mathematical discourse
Analysing genre
Writing Ethnographic Fieldnotes
Ethnography
Transnational and Community Literacies for Teachers
Literacies crossing borders
Genre Analysis
Genre in Three Traditions
The Strategic Reading Abilities and Potential of Five Low‐Literacy Latina/o Readers in Middle School
Multiliteracies on Instant Messaging in Negotiating Local, Translocal, and Transnational Affiliations
Writing Ethnographic Fieldnotes, Second Edition
Continua of Biliteracy
Genre pedagogy
Codemeshing in Academic Writing
Limits of the Local
The "Academic Literacies" Model
| Citations per year | 0.78 |
|---|---|
| Citation span | 2017 - 2025 (9) |
| Highly cited | No |