FROM BILITERACY TO MULTILITERACY: SOME CONCEPTUAL ADVANCES IN THE UNDERSTANDING OF READING AND WRITING SYSTEMATIZING PROCESSES BY MULTI /BILINGUAL CHILDREN

Abstract

This article aims at discussing the concept of biliteracy from a heteroglossic view of language (GARCÍA, 2009). This view advocates the notion of linguistic repertoire (BUSCH, 2012, 2015) to the detriment of the classical divisions of first and second language. From this perspective, we move beyond the notion of biliteracy towards the concept of pluriliteracypractices(GARCÍA; BARTLETT; KLEIFGEN, 2007). From this concept, literacy practices are not only associated with different cultural contexts and social structures, but also with different channels and means of communication.