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This paper discusses the use of duoethnography in the internationalization of language teacher education, aiming at responding to the following questions: A) how may duoethnography support the internationalization of language teacher education? B) What aspects of language teachers' lives can be explored in dialogical encounters among language teachers and teachers-to-be from different countries? C) What (lasting) impacts may carrying out a duoethnography have on language teachers? Beyond explaining the process of designing an international research-based assignment (IRBA), which aimed at engaging in-service and pre-service language teachers from the U.S. and Brazil in exploring their linguistic experiences, the authors present the rationale and the theoretical basis for developing the IRBA and analyzing the duoethnographies: critical approaches to language teacher education, digital literacies and technology integration in educational praxis, teacher collaboration, and duoethnography as both a process and a method. The analysis revealed that duoethnography may be effective leading to reflection and contributing to issues of equality, mobility, and access. Abstract in Portuguese Este artigo discute o uso da duoetnografia na internacionalização da formação de professores de línguas, visando responder às seguintes questões: a) como a duoetnografia pode apoiar a internacionalização da formação de professores de línguas? b) Que aspectos da vida dos professores de línguas podem ser explorados em encontros dialógicos entre professores de línguas e futuros professores de diferentes países? c) Que impactos (duradouros) a realização de uma duoetnografia pode ter nos professores de línguas? Além de explicar o processo de elaboração de um tarefa internacional baseada em pesquisa (TIBP), que visava envolver professores de línguas em serviço e em formação inicial nos EUA e no Brasil na exploração de suas experiências linguísticas, as autoras apresentam a justificativa e a base teórica para desenvolver o TIBP e analisar as duoetnografias: abordagens críticas à formação de professores de línguas, letramentos digitais e integração tecnológica na práxis educativa, colaboração docente e duoetnografia como processo e método. A análise revelou que a duoetnografia pode ser eficaz, levando à reflexão e contribuindo para questões de igualdade, mobilidade e acesso.
This paper discusses the use of duoethnography in the internationalization of language teacher education, aiming at responding to the following questions: A) how may duoethnography support the internationalization of language teacher education? B) What aspects of language teachers' lives can be explored in dialogical encounters among language teachers and teachers-to-be from different countries? C) What (lasting) impacts may carrying out a duoethnography have on language teachers? Beyond explaining the process of designing an international research-based assignment (IRBA), which aimed at engaging in-service and pre-service language teachers from the U.S. and Brazil in exploring their linguistic experiences, the authors present the rationale and the theoretical basis for developing the IRBA and analyzing the duoethnographies: critical approaches to language teacher education, digital literacies and technology integration in educational praxis, teacher collaboration, and duoethnography as both a process and a method. The analysis revealed that duoethnography may be effective leading to reflection and contributing to issues of equality, mobility, and access. Abstract in Portuguese Este artigo discute o uso da duoetnografia na internacionalização da formação de professores de línguas, visando responder às seguintes questões: a) como a duoetnografia pode apoiar a internacionalização da formação de professores de línguas? b) Que aspectos da vida dos professores de línguas podem ser explorados em encontros dialógicos entre professores de línguas e futuros professores de diferentes países? c) Que impactos (duradouros) a realização de uma duoetnografia pode ter nos professores de línguas? Além de explicar o processo de elaboração de um tarefa internacional baseada em pesquisa (TIBP), que visava envolver professores de línguas em serviço e em formação inicial nos EUA e no Brasil na exploração de suas experiências linguísticas, as autoras apresentam a justificativa e a base teórica para desenvolver o TIBP e analisar as duoetnografias: abordagens críticas à formação de professores de línguas, letramentos digitais e integração tecnológica na práxis educativa, colaboração docente e duoetnografia como processo e método. A análise revelou que a duoetnografia pode ser eficaz, levando à reflexão e contribuindo para questões de igualdade, mobilidade e acesso.
The use of space, both physical and virtual, has been extensively studied in relation to language, with many researchers considering it a determining factor. This chapter investigates the virtual linguistic landscape (VLL) of universities in ten Hispanic countries and five Portuguese-speaking countries to examine the use of pronouns of address (PoA) on their digital platforms. With the exponential increase in communication through digital means in recent years, computer-mediated communication has become a relevant topic in understanding human interaction through virtual devices. In this study, the authors specifically analyze the use of second-person singular pronouns in the VLL of higher education institutions in Hispanic and Portuguese-speaking countries, focusing on their social media platforms. The findings reveal that tú is the predominant PoA in Spanish-speaking institutions, whereas você prevails in Portuguese-speaking institutions on their social media.
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