Prácticas vernáculas de lectura y escritura: Una propuesta de integración en las literacidades académicas

Abstract

In the field of higher education, students' vernacular practices are often made invisible. University entrance requires their adaptation to particular ways of reading and writing that are unknown to most of them (Carlino, 2005; Navarro, 2021), who become "deficit" subjects for their teachers (Zavala & Córdova, 2010; Zavala, 2011). His article shares the results of an investigation that described how students’ vernacular reading and writing practices could be integrated whit academic literacies. In order to achieve this purpose, students of Sociology, and Pedagogy in Spanish Language, belonging to a Chilean university located in the central-south zone of the country, were asked to write stories of literacy (Lillis, 2008). In addition, 4 teachers were included and their beliefs about vernacular and academic literacies were explored. The results confirm the main assumption of this research: academics do not incorporate the vernacular practices of their students when designing epistemic writing tasks. This is mainly due to the widespread representation among university professors that the reading and writing practices that take place in leisure spaces have no place in disciplinary training. Based on these findings, recommendations are offered so that the university can welcome and value the identities of those who are trained in it.