PLANNING ENGLISH COURSES FOR INTERNATIONALIZATION WITHIN LANGUAGES WITHOUT BORDERS AT UFS

Silva, Nayara Stefanie Mandarino; Santos, Elaine Maria

doi:10.1590/01031813v62220238666407

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Artigos • Trab. linguist. apl. 62 (2) • May-Aug 2023 • https://doi.org/10.1590/01031813v62220238666407 copy

PLANNING ENGLISH COURSES FOR INTERNATIONALIZATION WITHIN LANGUAGES WITHOUT BORDERS AT UFS

PLANEJANDO CURSOS DE INGLÊS PARA INTERNACIONALIZAÇÃO NO IDIOMAS SEM FRONTEIRAS NA UFS

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT

Languages without Borders (LwB) was created in 2014, replacing English without Borders (BRASIL, 2012BRASIL. (2012). Portaria No 1.466, de 18 de dezembro de 2012. Institui o Programa Inglês sem Fronteiras.), and amplified in 2016. From 2019, the program became Andifes LwB Network. The documents which alter IsF present changes with regard to internationalization orientations. In this context, it is worth reflecting on how practices take place in IsF nuclei within Higher Education Institutions (HEIs). In this sense, this paper aims to analyze the preparation of an English course for internationalization purposes within IsF in a HEI from the northeast of Brazil. This is a qualitative study characterized as action research (BURNS, 2015BURNS, A. (2015). Action Research. In: PALTRIDGE, B.; PHAKITI, A. Research methods in applied linguistics: a practical resource. London: Bloomsbury Academic, an imprint of Bloomsbury Publishing Plc, p. 187-204.; LAVILLE; DIONNE, 1999LAVILLE, C.; DIONNE, J. (1999). A construção do saber: manual de metodologia da pesquisa em ciências humanas. Porto Alegre: Artmed.; PAIVA, 2019PAIVA, V. L. M. O. (2019). Pesquisa-ação. In: PAIVA, V. L. M. O. Manual de Pesquisa em Estudos Linguísticos. São Paulo: Parábola. p. 72-78.), which involves the study of field notes, document collection, and teaching logs (FREEMAN, 1998FREEMAN, D. (1998). Doing Teacher Research: from inquiry to understanding. Boston: Heinle Cencage Learning.). The results indicate the preparation of a course that works on language social practices in the academic environment. It also seeks for a transdisciplinary approach and a critical concept of internationalization, with emphasis on the reflection of global issues, the role of universities, students, and the language.

Keywords
Languages without Borders; English language; English learning course

	Purpose	Aspects for consideration (from the objectives)	Internationalization orientations
Decree nº 1.466, from December 18, 2012	To prepare students to take English proficiency exams.	academic mobility; development of English proficiency and language centers; focus on market competitivity in strategic areas.	Internationalization for the development of the country’s economy, with focus on academic mobility and English for proficiency exams.
Decree n. 973, from November 14, 2014	To linguistically prepare HEIs students and staff, public-school teachers, and foreigners (Portuguese as a foreign language).	academic mobility; development of language proficiency and language centers; focus on market competitivity; strengthening language teaching in Brazil, as well as Portuguese and the Brazilian culture abroad.	Internationalization for the development of the country’s economy and for social contribution (including schools), with focus on language learning and teacher education.
Decree n. 30, from January 26, 2016	To linguistically prepare HEIs students and staff, public-school teachers, and foreigners (Portuguese as a foreign language); contributing to the development of a language policy.	academic mobility; development of language proficiency and language centers; focus on market competitivity; strengthening language teaching in Brazil, as well as Portuguese and the Brazilian culture abroad.	Internationalization for the development of the country’s economy and for social contribution (including schools), with focus on language learning, teacher education, and language policy.
Resolution n. 01/2019	To “strengthen internationalization efforts and foreign teacher formation in universities”	academic mobility; development of language proficiency and language centers; focus on market competitivity; strengthening language teaching in Brazil, as well as Portuguese and the Brazilian culture abroad; the focus on research on language teaching for internationalization; and the partnership with (inter)national specialists.	Internationalization for social contribution, with mention to the development of the country’s economy and focus on language learning, teacher education, language policy, and research on internationalization.

	Number of students
First class	12
Second class	14
Third class	11
Fourth class	10
Completed the final task	11

Short description: the course focuses on academic situations in which HEI students might need to use English, especially those in academic mobility programs. Therefore, each class highlights one communicative context and provides participants with the linguistic preparation to face it. Besides, given the diversity of areas students are engaged in at UFS, the themes of classes aim to embrace this variety, working on topics from different fields of study. Finally, even though all four abilities will be addressed (reading, writing, speaking, and listening), speaking will be emphasized due to the focus of this course in oral interactions
	CLASS	COMMENTS
1	Climate change (Geography)	First, as this is the first class, there will be a moment to talk about LwB activities and to get to know each other, considering that students need to introduce themselves and meet people, as well as address professors. Besides, when going to a different university some matters are considered important; for instance, commitment with research and/or environmental issues. The second part of this class focuses on climate change and the role of universities and students, as well as of language.
2	Engaging in debates: Copyright (Law)	In this class, students will have the opportunity to debate copyright, after learning helpful expressions and strategies to respond to arguments (presented by colleagues or by lecturers/authors). This class focuses on debate because they are common in the academic environment, especially in scientific events and classes.
3	Explaining and understanding explanations (tense vs modality): statistics and politics (Statistics)	In addition to learning useful vocabulary, students will be able to work on the difference between using tense or modality in academic communications, especially with regard to explanations (of concepts, of research findings etc.).
4	Organizing studies (using forms of the future “tense”): routines and human health (Health Sciences)	In this class, students will learn how to use the future (considering its possible forms) to organize their studies, that is, to develop routines considering life in a university. This is especially important in some situations, such as creating and discussing a schedule for courses in (under)graduation semesters and other academic activities.

UNICAMP. Programa de Pós-Graduação em Linguística Aplicada do Instituto de Estudos da Linguagem (IEL) Unicamp/IEL/Setor de Publicações, Caixa Postal 6045, 13083-970 Campinas SP Brasil, Tel./Fax: (55 19) 3521-1527 - Campinas - SP - Brazil
E-mail: spublic@iel.unicamp.br

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[1] CONFLICT OF INTEREST

No potential conflict of interest was reported by the authors.