This study aims to explore the concept, benefits, challenges and activities related to Internationalization at Home (IaH), defined as the integration of international/intercultural dimensions into the formal/informal curriculum in domestic learning environments (Beelen & Jones, 2015), as an alternative for more inclusive activities in higher education, within the process of internationalization. The study also offers a review of studies carried out mainly in Brazil by a Brazilian research group. Considering the importance of information and communication technologies (ICTs) in current practices of education and international exchange, this study explores possibilities of approaches such as COIL (Collaborative Online International Learning), allied with the Intercomprehension approach (IA) to suggest the development of more multilingual and inclusive activities, which foster IaH as an alternative to current and hegemonic internationalization practices. The paper concludes with some suggestions for the incorporation of such approaches, assuming that IaH should be prioritized in the internationalization agenda once it caters for a larger audience and, as such, is more inclusive and democratic.
Globalization brought about many changes to the current society's life and mindset and thus, some new challenges to linguistic education, more specifically, foreign language education, have emerged as a consequence of these changes. This paper aims at reflecting upon some impacts of globalization on pre-service English as Foreign Language (hereafter EFL) teacher education in Brazil. Based on the literature review, the paper addresses the changes in the concepts of language, culture and identity related to cultural hybridity and the impact of new information and communications technology on the use, teaching and learning of foreign languages. It concludes that curricula for EFL teacher education programs in Brazil should be reviewed in order to focus more on glocal knowledge and digital literacy for a 21st century aligned education.
O artigo discute algumas questões relacionadas às tensões percebidas entre as forças/tendências de competição e solidariedade na internacionalização do ensino superior no Brasil. Para tanto, o artigo revisa dois dos maiores programas brasileiros de mobilidade acadêmica internacional como evidências de políticas de internacionalização do ensino superior: o programa de mobilidade acadêmica para o exterior - Ciências sem Fronteiras (CsF) - e o Programa de Estudantes-Convênio de Graduação (PEC-G) - de mobilidade acadêmica para o Brasil. Esses dois programas são analisados em relação às pistas e/ou evidências das vertentes competitiva (no caso do CsF) e solidária (no caso do PEC-G). De maneira geral o estudo conclui que a balança da internacionalização no Brasil ainda está pendendo mais para a competição do que para a solidariedade.
Este estudio ofrece un espacio para pensar la internacionalización de las instituciones de enseñanza superior brasileñas de forma más crítica a partir de un meta-análisis de los estudios de un grupo de investigación que aborda cuestiones como programas de internacionalización y políticas lingüísticas y de internacionalización en ese contexto. Un hallazgo del meta-análisis sugiere una brecha (y desajuste) de principios y políticas para guiar el proceso de internacionalización de forma crítica en Brasil. La internacionalización crítica se aborda teniendo en cuenta el papel de programas y políticas lingüísticas y de internacionalización bien como a partir del reconocimiento de la mercantilización de la educación y de los medios de contrarrestarla. Para tanto, se sugiere la desconstrucción del imaginario jerárquico de dominación intelectual y cultural y la interacción solidaria entre las instituciones de los países periféricos para fortalecer el carácter de bien público de la enseñanza superior.
This paper aims at reflecting upon the integration of digital technologies in the form of blended learning (BL) approaches in Pre-service English Language Teaching (ELT) Education. With that aim, a BL approach was designed and implemented in a pedagogical intervention carried out in the form of an action research in a pre-service ELT practicum course in a federal university in Brazil. Data includes questionnaires and interviews administered to the pre-service English teachers and observations carried out in the practicum course. The analysis of data suggests that despite little involvement in the online environment, the BL approach was able to promote critical reflection on the integration of digital technologies in ELT. Moreover, it showed that pre-service teachers’ views of the educational value attributed to the online environment and professors’ readiness to offer varied and innovating learning options may determine the success of the integration of digital technologies in BL outcomes. The study concludes that the implementation of BL approaches in pre-service ELT education provides a space for reflection on action fostering informed pedagogical decisions regarding the integration of digital technologies in ELT.
This study aims to reflect on the relationship between internationalization and foreign languages (L2) as perceived by learners of a language and internationalization program, funded by the Brazilian government at a federal university. The discussion addresses the role of national/local language policies, relating them to the internationalization of higher education in Brazil. Answers to an online questionnaire used here suggest that the idea of internationalization is associated mainly with academic mobility. The importance of learning L2 for internationalization was also highlighted in the data. Problems such as the low number of language courses offered outside the main campus and the low language proficiency of lecturers at the university were also mentioned. The discussion of data leads to some suggestions to approach these problems, including Internationalization at Home (IaH) strategies and reallocation of resources for L2 offer, in order to deal with misconceptions still associated with internationalization.
The current digital society requires new approaches to the teaching of English as an Additional Language (EAL). This paper aims at proposing a combination of current blended approaches for the teaching of EAL. It describes a set of activities for an EAL blended course by adopting a Content and Language Integrated Learning approach (CLIL) through an Inverted Classroom approach (IC), aliasInverted CLIL (Finardi, 2015)
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