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This work deals with the perception of the biliteracy process occurring in a Chilean university setting, in which the development of writing skills has specific purposes for the Spanish-Portuguese translation students, i.e. moving through languages to convey meanings. The concept of biliteracy (Hornberger, 2003; 2013) refers to situations in which communication occurs in two or more languages in or around writing. More precisely, this article debates the perception of the correlation between the writing skills in two languages. In this proposal, I underline the similarity between Spanish (MT) and Portuguese (FL), which enhances their mutual comprehension and blurs their frontiers. This work intends to describe and analyze the opinions of translation students on the improving of their writing level, as well as to verify whether they understand this increase as a continuous process: from the mother tongue to the foreign language and vice versa. Therefore, a qualitative methodology was chosen to analyze data obtained from semi-structured interviews. The results aim at revealing if students perceive textual 1 Docente de Língua Portuguesa no curso de Lingüística Aplicada a la Traducción, Departamento de Lingüística y Literatura Universidad de Santiago de Chile. Doutoranda, bolsista Conicyt, do Programa de Doutorado en Lingüística da Pontifícia Universidad Católica de Chile. ana.marques@usach.cl R E V I S T A X , C u r i t i b a , v o l u m e 1 2 , n . 2 , p . 1 0 5 1 2 9 , 2 0 1 7 106 MARQUES production practices as complementary in their academic training, especially regarding possible correlations between foreign language and mother tongue.

PERCEPÇÕES DE ESTUDANTES DE TRADUÇÃO ESPANHOL-PORTUGUÊS ACERCA DO PROCESSO DE BILETRAMENTO