Literacidad Lingüística como Puente en la Adquisición de EFL

This study examines linguistic literacy as a mediating process between English as a second language (EFL) acquisition and the cultural practices that shape learning. Based on a documentary analysis of fourteen essays written by university students of English, the research identifies discursive transformations that illustrate a transition from personal narratives to more legitimized academic productions. Findings reveal that literacy transcends the technical mastery of language to become a sociocultural and identity-based practice in which learners negotiate meanings, construct discursive legitimacy, and participate in academic communities. The development of critical literacy is shown to foster the formation of reflective and culturally aware EFL users, capable of interpreting and transforming the discourses circulating in academic and social contexts. Pedagogical implications are discussed in relation to the design of multimodal, collaborative, and context-sensitive materials and classroom activities. Ultimately, the study proposes linguistic literacy as a transversal axis in second langage teaching, linking language, identity, and culture through a critical and inclusive lens.