The Academic Discourse of English Teachers on Internationalization During the ABRALITEC International Seminar

Abstract

This study set out to analyze the academic discourse on internationalization as deployed by English teachers who took part in Seminário Internacional da Associação Brasileira de Professores de Língua Inglesa da Rede Federal de Ensino Básico, Técnico e Tecnológico (2020) [2020 International Seminar of the Brazilian Association of English Language Teachers in the Federal Network of Basic, Technical and Technological Education]. Grounded in Dialogic Discourse Analysis, we built a corpus with five oral presentation summaries extracted from the conference’s book of abstracts. We found that internationalization was predominantly associated with learning English but less strongly regarded as an institutional imperative. Our findings were thus indicative of dialogic relationships amongst academic, theoretical, official and advertising discourses. In the arena where opinions meet, there emerged two mutually complementing perspectives on internationalization efforts: one focused on the role of integral education and another focused on institutional conformation against an international backdrop.

Effective Internationalisation Practice in the Higher Education Institutions

“…Thus, there is an increasing deficiency of skilled individuals and the position of HEIs in dealing with the issue, is evolving as a significant issue in most countries' public debate. Lima (2023) emphasises the need for immigration legislation to be revised and tuned to suit internationalisation practices in the higher education sectors. A further need to adopt a legislation policy that can make it easier for skilled internationals to study and remain in the host country, and to allow them to have work permits in an accelerated manner (Grossman, 2004;Crush et al, 2014;Long et al, 2019).…”