This paper reflects about a change in paradigm regarding the role of English in Brazil relating it to KeywordsEnglish as an international language, language policies, Brazil

The aim of this study is to reflect about the interconnectedness of globalization, the internationalization process of universities and the construction of social capital through education in emerging countries. The study is based on the assumption that the inclusion of English as an international language as well as courses on globalization in the curriculum of higher education courses is necessary to drive the development of social capital. The study analyzes the internationalization process in general and of the Business Administration Course in particular of two Brazilian universities in different contexts, a public and a private one. Results of the study suggest that one of the main challenges in the development of social capital in higher education in Brazil is related to the lack of linguistic proficiency in English to aid the internationalization process of education with the consequent inclusion of these countries in the globalized world and top ranked institutions.

O presente artigo propõe uma reflexão crítica sobre o papel da tecnologia e do inglês como língua internacional na educação e inclusão social analisando possibilidades de ferramentas tecnológicas educacionais existentes no mercado atual para a democratização da educação em geral e para o acesso à informação e o ensino e aprendizado de inglês especificamente. Para tanto, o estudo faz uma breve revisão de literatura sobre conceitos de aprender e ensinar em geral e no âmbito do inglês como língua estrangeira a fim de analisar possibilidades de metodologias híbridas de ensino para o aprendizado de língua estrangeira e algumas ferramentas tecnológicas da internet.

<p>Este artigo tem como objetivo discutir a relação entre a avaliação da pós-graduação e a internacionalização do ensino superior brasileiro. Para tanto, revisam-se os critérios de avaliação dos rankings e o papel das línguas estrangeiras em tais processos. O estudo é de cunho bibliográfico documental e discute as tensões/implicações existentes por trás dessas questões que envolvem o ensino superior. De maneira geral, conclui-se que os critérios de avaliação do ensino superior incluídos nos rankings internacionais não são capazes de capturar a realidade no Brasil e, por isso, não beneficiam a avaliação de nossas instituições. Em relação ao papel das línguas estrangeiras no processo de avaliação e internacionalização do ensino superior como um todo, o estudo mostra que o inglês tem um papel-chave e determinante no resultado dessa avaliação.</p><p><strong>Palavras-chave:</strong> Avaliação da Pós-Graduação; Internacionalização; Língua Estrangeira; Rankings Acadêmicos.</p><p> </p><p><strong>Internacionalización, rankings y publicaciones en inglés: la situación de Brasil en la actualidad</strong></p><p>Este artículo tiene el objetivo de discutir la relación entre la evaluación del postgrado y la internacionalización de la educación superior brasileña. Para ello se revisan los criterios de evaluación de los rankings y el papel de los idiomas extranjeros en tales procesos. El estudio es de cuño bibliográfico documental y discute las tensiones/implicaciones existentes detrás de estas cuestiones que envuelven la educación superior. De manera general se concluye que los criterios de evaluación de la educación superior incluidos en los rankings internacionales no son capaces de capturar la realidad en Brasil y por ello no benefician la evaluación de nuestras instituciones. En lo que se refiere al papel de los idiomas extranjeros en el proceso de evaluación e internacionalización de la educación superior como un todo, el estudio muestra que el idioma inglés tiene un papel fundamental y determinante en el resultado de dicha evaluación.</p><p><strong>Palabras-clave:</strong> Evaluación del Postgrado; Internacionalización; Idioma Extranjero; Rankings Académicos.</p><p>  </p><p><strong>Internationalization, rankings and publications in english: the situation of Brazil nowadays</strong></p><p>This paper aims to discuss the relationship between the evaluation of graduate courses and the internationalization of Brazilian higher education. To do so, this study reviews the ranking evaluation criteria and the role of foreign language in these processes. This study is bibliographic and documental and discusses the tensions and implications that exist and underpin the evaluation of graduate courses and the internationalization of higher education. In general, this study shows that the criteria for evaluating higher education used in international rankings do not reflect the reality of Brazil and they do not evaluate our institutions favorably. Concerning the role of foreign language in higher education evaluation and internationalization, the study shows that English plays a key and decisive role in this evaluation.</p><p><strong>Keywords:</strong> Graduate Education Evaluation; Internationalization; Foreign Language; Academic Rankings.</p>

<p class="ColorfulList-Accent11"><em>The aim of the study is to review current trends in English </em><em>L</em><em>anguage </em><em>T</em><em>eaching (ELT) technologies and methodologies to analyze affordances of an approach proposed by Finardi (in press) and called the Inverted CLIL approach. With that aim, the study reviews ELT technologies and methodologies in general and the Content and Language Integrated Learning (CLIL) approach with the use of Massive Online Open Courses (MOOCs) and the Inverted Classroom approach in particular. A teaching project based on the Inverted CLIL approach to teach Sustainability through English as a foreign language is elaborated as an example. Results of the study suggest</em><em> </em><em>that technologies hav</em><em>e</em><em> a crucial role in language teaching and should be critically incorporated in ELT methodologies. Moreover, the analysis of the Inverted CLIL approach suggests that it represents a relevant alternative for ELT and a good example of the incorporation of technology in current ELT methodologies.</em><em></em></p>

ABSTRACT. The paper describes results of a study whose main aim was to analyze the role of English in the internationalization process of the University of Geneva in particular and in Switzerland in general, drawing some considerations regarding possible lessons for the Brazilian scenario in regards to the development of multilingualism.The theoretical background includes the review of the role of languages in general and of English in particular in the globalized scenario and the review of a language teaching approach, the intercomprehension approach, with some implications for the teaching of foreign languages in Brazil. The study concludes with some considerations regarding the role of English in Brazil and some suggestions to boost multilingualism there through the review of language policies and the use of the intercomprehension approach.Keywords: Multilingualism, the role of English, internationalization.O que o Brasil pode aprender da Suíça multilíngue e de seu uso do inglês como multilíngua franca RESUMO. O artigo descreve os resultados de um estudo que teve como objetivo principal analisar o papel do inglês no processo de internacionalização da Universidade de Genebra, em particular, e na Suíça, em geral, tecendo algumas considerações sobre possíveis lições para o cenário brasileiro no tocante ao desenvolvimento do multilinguismo. O arcabouço teórico inclui a revisão do papel das línguas, em geral, e do inglês, em particular, no cenário globalizado e a revisão de uma abordagem de ensino de línguas, a abordagem de intercompreensão, com algumas implicações para o ensino de línguas estrangeiras no Brasil. O estudo conclui com algumas considerações sobre o papel do inglês no Brasil e algumas sugestões para impulsionar o multilinguismo neste país por meio da revisão de políticas linguísticas e da abordagem de intercompreensão.Palavras-chave: Multilinguismo, o papel do inglês, internacionalização.

The aim of this paper is to examine the identity of foreign language (FL) pre-service teachers in two distinct contexts: Brazil and Chile. A multiple case study methodology was used to investigate how foreign language pre-service teachers develop and conceptualize their teacher identity in three different teacher education programs—two in Brazil and one in Chile. The analysis focused on three main issues: emerging identities, the role of foreign language proficiency, and the practicum as a mediating space to develop teacher identity. Results of the two case studies situated in Brazil suggest that FL pre-service teacher identity is shaped by their beliefs on language proficiency. The case study in Chile confirmed that pre-service teachers’ identity oscillates between identifying as students and as teachers. Overall, results of the study suggest that FL teacher identity is shaped by notions of legitimization of the teacher’s role and language proficiency.

<p class="normal">This study aimed at analyzing how mobile assisted language learning (MALL) may be used to aid second/foreign language (L2) learning. So as to reach this goal, the Duolingo platform, one of the most popular apps among L2 learners, was analyzed in terms of its possibilities and limitations for L2 learning as perceived by its users. With that aim, a study was carried out with 80 participants, 45 of whom were L2 learners who answered an online survey about their preferences for L2 learning, 25 MALL users and 10 L2 teachers who were interviewed. Data analysis used a mixed methods design with predominantly qualitative data. Results of the study showed that participants recognize the relevance of MALL for L2 learning and think that the Duolingo may aid L2 learning to a certain extent, but agree that a teacher is necessary to foster interaction and the development of production skills in L2. Based on these results the study concluded that L2 teachers should consider using blended approaches combining MALL in traditional classes.</p>