Português Como Língua Adicional No Programa Idiomas Sem Fronteiras Na Unicamp: Internacionalização E Políticas Linguísticas Em Foco

Frazatto, Bruna Elisa

doi:10.5380/rvx.v15i5.73034

Cited by 4 publications

(3 citation statements)

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“…We see language as a focal point here. With the popularisation of higher education internationalisation in Brazil, particularly in the past decade, language policies also came to the fore (see Frazatto, 2020). According to Marques and Schoffen (2020), there is an interdependency between the field of PAL and internationalisation in Brazil.…”

Section: Overview and Aimsmentioning

confidence: 99%

Tensions Among Portugueses in Metacommentaries From East Asian International Students in Brazil

Frazatto

Bizon

2022

Trab. linguist. apl.

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The aims of this paper are to analyse how East Asian international students narrate tensions in Portuguese language, or Portugueses, through metacommentary, and to foster reflections on the counter-hegemonic potential that language learning comprises, particularly when thinking of the internationalisation agenda implemented by a Brazilian public university. To pursue that, we depart from audio-recorded semi-structured interviews, later manually transcribed, with a Korean and a Japanese undergraduate student during their sojourn. We observed that these tensions in Portugueses arose as students’ communicative repertoires were put to the test, either by them or their interlocutors, in different spaces. Our discussion foregrounds how students, when engaging in various social practices on campus and off-campus, manoeuvre sociolinguistic scales in comments made by themselves or by their interlocutors about ways of speaking Portuguese. We considered that, overall, students resort to ecological factors when doing scales, whilst indexing dominant language ideologies. Moreover, it was also possible to conceive that metacommentary from their interlocutors, particularly from Brazilians, impact (negatively) on students’ perception about their language learning and linguistic practices. To tackle these tensions, we advocate for an internationalisation agenda that envisages language education not only to international students, but also to home students and staff in order to promote different degrees of language and social justice awareness.

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Section: Overview and Aimsmentioning

confidence: 99%

Tensions Among Portugueses in Metacommentaries From East Asian International Students in Brazil

Frazatto

Bizon

2022

Trab. linguist. apl.

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“…Borders (2011-2014) that produced the rise of internationalisation discourses around the country. It was responsible for the mobility of 100,000 Brazilian students (mostly undergraduate students), and for triggering official language policy documents in many universities and language courses (Frazatto, 2020). It is not exactly a surprise, then, that internationalisation acquired a more official tone at Unicamp from 2014 onwards, what can be perceived, for example, by the firsttime occurrence of a Program of Internationalisation heading in the Statistical Yearbook in that year.…”

Section: Inbound Mobility To a Brazilian Universitymentioning

confidence: 99%

Sewing narratives: engaging in lessons toward an other internationalisation

Bizon

Frazatto

2022

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Answering Cavalcanti’s (2006) call to an Applied Linguistics enacted at its interfaces with other disciplines, in this paper we are inspired by an other globalisation, a concept coined by the geographer Milton Santos. Having the internationalisation of higher education as a process that embraces both of our studies, we look at it with suspicion in order to start framing an other internationalisation. To pursue that, we present two narrative scenes that took place at University of Campinas with undergraduate international students pertaining to different academic mobility programs who were learning/learned Portuguese as an Additional Language (PAL). These narratives index evaluations about the internationalisation process at the university and, in our view, reflect limited experiences of reterritorialisation from different angles. Considering the localities of the context, we propose some lessons to be learned and enacted towards an other internationalisation, including some more specific lessons oriented towards PAL policy.

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“…Apesar deste fortalecer e evidenciar a necessidade de espaços de ensino-aprendizagem, não consideramos que esse deva ser o mais forte/ou único argumento, enquanto, por exemplo, no que diz respeito à migração de crise, projetos encontram inúmeras dificuldades para sair do papel ou mesmo se constituírem como políticas públicas, de fato. Além disso, cabe destacar a pertinência de trabalhos que lançam um olhar crítico para a internacionalização no contexto universitário, alertando para as verticalidades a ela atreladas (JORDÃO; MARTINEZ, 2015;ALENCAR, 2019;FRAZATTO, 2020).…”

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Formar Professores De Português Língua Estrangeira E Segunda Língua Em Universidades Públicas Brasileiras: Gestos E Políticas

Santos

Alencar

2022

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Português Como Língua Adicional No Programa Idiomas Sem Fronteiras Na Unicamp: Internacionalização E Políticas Linguísticas Em Foco

Cited by 4 publications

References 4 publications

Tensions Among Portugueses in Metacommentaries From East Asian International Students in Brazil

Tensions Among Portugueses in Metacommentaries From East Asian International Students in Brazil

Sewing narratives: engaging in lessons toward an other internationalisation

Formar Professores De Português Língua Estrangeira E Segunda Língua Em Universidades Públicas Brasileiras: Gestos E Políticas

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