Emerging from more than two decades of work in Latin America, this edited collection explores the implementation of reading and writing programs and centers in Central and South America. Reflecting the multiplicity of theories and gazes that underlies research and practice in teaching and learning to read and write in academic contexts, the contributors to this volume consider how these theoretical and methodological alternatives have contributed to the design and implementation of teaching and learning strategies that address the needs of students, faculty, and institutions while also working with (and around) the resources available in each institutional setting. Centros y Programas de Escritura en América Latina offers insights for those concerned with contributing to students’ education to improve their academic reading and writing, and, ultimately, to a more equitable university experience for all.

Estela Inés Moyano is Professor and Coordinator of the Academic and Professional Discourse Competences Program at the Universidad Nacional Guillermo Brown, Researcher at the Universidad Nacional de General Sarmiento, and Researcher and Coordinator of the Academic Reading and Writing Program at the Universidad de Flores. She has designed and directed writing programs and other training initiatives in scientific and disciplinary literacy. Her research, based in systemic functional linguistics, explores the description of Spanish, scientific discourse analysis at different specialization levels, and academic literacy programs at different educational levels.

Margarita Vidal Lizama is Assistant Professor in the Faculty of Letters, Pontificia Universidad Católica de Chile, where she served as Head of the Academic Discourse Program of the Faculty of Letters between 2016 and 2018. Her work is grounded on systemic functional linguistics and explores the relation between language and knowledge, genre description in Spanish academic contexts, and the application of “Sydney School” genre pedagogy in different contexts.