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.

In the current scenario of dispersed knowledge authorities and uncertainty brought by the Covid-19 pandemic, a critical reflection on the nationalist and anti-global climate is necessary to support the promotion of alternative ways of Global Citizenship Education (GCE). This paper addresses some of the criticism raised at the concept of GCE to discuss Collaborative Online International Learning (COIL) as an alternative Thirdspace for promoting intercultural encounters in the internationalisation of higher education, in order to cope with local, national and global tensions in this process, with a 'glonacal' view that accounts for the role of individuals, local/national governments and higher education in it.

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 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>

<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>

This paper examines digital inclusion and equity in international higher education with particular focus on Global South-North Collaborative Online International Learning (COIL). Practice examples, bringing together students and academics in Brazil, South Africa, and the UK, are used to consider how COIL is being integrated into higher education curricula to interrupt western hegemony and open up spaces in which “otherwise” ways of knowing, being, relating and expressing can thrive. We consider COIL as a Third Space within which academics can help facilitate the different intellectual, emotional, and socio-cultural positionings of Global South-North students and reflect on how meaning-making and engagement can be transformed as a result of this dialogue. We also recognize how the digital environment as a Third Space can be experienced as inaccessible and troublesome and make suggestions on how South-North digitalization practices can be designed to address access and inclusion needs of students and academics.

Resumo O objetivo deste artigo é refletir acerca do papel do inglês na educação brasileira contemporânea. O estudo revisa políticas linguísticas e de internacionalização sugerindo que há uma tensão entre o papel formador e o papel instrumental da língua inglesa na educação atual. A fim de subsidiar a reflexão proposta, o estudo analisa dados de dois questionários com perguntas relacionadas ao ensino e à aprendizagem de línguas estrangeiras no Brasil. Utilizou-se uma metodologia híbrida analisando dados quantitativos e qualitativos dos questionários respondidos por 65 participantes, sendo 43 estudantes do ensino médio de uma comunidade capixaba de imigrantes pomeranos e 22 professores de inglês. A análise dos questionários sugere que os brasileiros querem aprender inglês como língua estrangeira e veem esse idioma como tendo status de língua internacional. Os resultados mostram que a maior diferença entre o ensino desse idioma no Brasil está nos seus papeis ora formador (na educação básica) ora instrumental (nos cursos livres e programas de internacionalização), confirmando a hipótese levantada na análise das políticas linguísticas de que há uma tensão entre os papeis formador e instrumental do inglês na educação brasileira. Palavras-chave: Formação. Internacionalização. Educação. Papel do inglês.   Abstract This paper aims at reflecting on the role of English in contemporary Brazilian education. The study reviews language and internationalization policies suggesting that there is a tension between the formative role and the instrumental role of English in education today. In order to subsidize the proposed reflection, the study analyzes data from two questionnaires with questions related to teaching and learning foreign languages in Brazil. A hybrid methodology was used to analyze quantitative and qualitative data from the questionnaires answered by 65 participants of whom 43 were high school students from a community with Pomeranian immigrants and 22 were English teachers. The analysis of the questionnaires suggests that Brazilians want to learn English as a foreign language and see that language as having the status of an international language. Results show that the main difference between the teaching of this language in Brazil is related to its formative role (in basic education) and its instrumental role (in private language institutes and international programs), confirming the hypothesis raised in the analysis of language policies that there is a tension between the formative and instrumental roles of English in Brazilian education. Keywords: Formation. Internationalization. Education. Role of English.