Literacy in english as a foreign language: a case study with pre-service teachers
DOI:
https://doi.org/10.18041/2382-3240/saber.2022v17n1.8566Keywords:
Teacher training, Literacy, Foreign languages, literacy practices, personal literacy practicesAbstract
This qualitative case study explored, among a group of pre-service teachers at a foreign language program, the individual construction they make of their literacy in English as a foreign language. To accomplish this purpose, the participants’ literacy practices that arose from their interests, likes, and priorities were taken into account. The information was collected through participatory photography, in-depth interviews, and a focus group. The analysis of the information was carried out through the ATLAS.ti software from which the information was codified and categorized. The results of this study reveal that the participants’ literacy practices in social environments permeated their academic literacy practices. For the participants, the priority is to communicate, learn English and improve teaching. Finally, taking into account the sociocultural approach of the study, it can be stated that the participants reveal a notion of literacy where reading and writing are not only linguistic and cognitive processes, but above all a social practice that allows them to interact with various texts and ideas of others, learn from what others publish while making their ideas visible regardless of the way they are shared.
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