Research on academic literacy within higher education has focused
almost exclusively on the development of academic literacy in
English. This book is unique in showing how students use other
languages when they engage with written academic content - whether
in reading, discussing or writing - and how increasingly
multilingual higher education campuses open up the possibility for
students to exploit their multilingual repertoires in and around
reading/writing for academic purposes. Chapters range from cases of
informal student use of different written languages, to
pedagogical, institutional and disciplinary strategies leveraging
multilingual resources to develop biliteracy. They are ordered
according to two dominant themes. The first includes accounts of
diverse multilingual contexts where biliteracy practices emerge in
response to the demands of academic reading and writing. The second
theme focuses on more deliberate attempts to teach biliteracy or to
teach in a way that supports biliteracy. The collection will be of
interest to researchers, higher education practitioners and
students of multilingual higher education and academic literacy.
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