Language Without Borders (English) Program: A Study on English Language Ideologies

Abstract

This paper presents the synthesis of a study on the English language ideologies (ELI) underlying the Federal Program entitled “Languages without Borders-English” (LwBE). The investigation draws on texts from the legal, educational, and journalistic spheres about the enactment of the Program. Using NVivo 11 software, these texts were stored and categorized in the light of the Policy Cycle Approach and Critical Discourse Analysis. The overlapping of six ELI - standard language, English language as a commodity, native-speakerism, instrumentalist, global language and linguistic imperialism - is conceived as a common trait of LwBE in discourses, displaying tensions between the ratification and the questioning of English hegemony in the language policy engendered by the Program, within the context of the internationalization of Brazilian higher education.

Política lingüística, bilingüismo y rol del maestro de inglés: una revisión desde el entorno global al contexto colombiano

“…La primera es una política para migrantes mexicanos llamada Dual Language Bilingual Education (DLBE, o en español, educación bilingüe en dos idiomas) (Zuniga et al, 2018;Ostorga and Farruggio, 2020;Christiansen et al, 2018;Martínez-Prieto and Lindahl, 2020). La segunda es una política brasilera sobre la cual han surgido varias investigaciones y discusiones académicas, llamada English without Borders [Inglés sin fronteras], que busca promover el desarrollo de competencias en inglés para que los estudiantes universitarios puedan acceder a programas de movilidad internacional (Passoni, 2019). Por último, están los programas o políticas educativas de países como Brasil, Argentina, Chile y Colombia, que promueven la enseñanza y el aprendizaje del inglés como una lengua extranjera dentro del ámbito escolar (Fortes, 2017;Lizasoain, 2018;Lucena and Torres, 2019;Porto, 2016).…”

Postgraduate Internationalisation in Brazil

“…Students here showed low proficiency overall, with only 22% acquiring scores in B2 or C1, which would be suitable for studying in English. Therefore, programs such as Language without Borders 3 (IsF) and My English Online 4 (MEO) (Passoni, 2019), where scholarships were cancelled at the beginning of 2019, should be evaluated as to their efficiency and effect on Brazilian university students.…”

Digital resources and English as an additional language in higher education: possibilities for internationalization

“…Languages are central to education because, among other aspects, they are used as medium of instruction, they can be used to construct/negotiate identities and they can also be used to show group membership in educational environments, for instance (Spolsky, 2004). As such, there have been various discussions around which languages should be used in multiple levels of education, from elementary to higher education (e.g., Baumvol & Sarmento, 2016;Passoni, 2019;Gimenez, 2019). English has acquired the role of the dominant language in various fields of society, especially in higher education settings (e.g., Jordão, 2016;Brutt-Griffler, 2017;Schmidt-Unterberger, 2018;Liu, 2019).…”