El diseño curricular y los discursos de Ivanič en la formación de la lectoescritura en cinco licenciaturas en enseñanza del inglés

This article presents a descriptive study of the curricular designs implemented in five Mexican public universities to support the development of academic literacy (specifically reading and writing). The aim was to identify how each university integrates academic reading and writing into the curricular design of their English language teaching program. Nowadays, academic literacy is an area of great interest in higher education since it is regarded as one of the generic competences that promote the cognitive processes that allow not only the reproduction of knowledge but also its construction. Academic literacy is also key in the integration of professionals to their community of practice. Most research on this topic shows the teachers' and educational institutions' concern about the effective teaching of academic literacy. This study echoes this concern by describing the alternatives in curricular design followed in undergraduate programs in English Language Teaching, through the analysis of curricular contents to identify those courses with explicit attention to academic literacy and then to identify the discourse of writing development (Ivanič 2004 and curricular model Bañales Faz et al. (2016) in those programs. The results of the analysis show the different discourses and curricular models used in the five universities in order to achieve the common objective of strengthening academic reading and writing in English and Spanish. The article concludes with the importance of explicitly integrating curricular strategies to enhance academic literacy in both languages to the programs in order to guarantee that this fundamental area of concern receives teacher and learner attention.