I INTERNATIONAL MEETING OF LANGUAGES WITHOUT BORDERS: INTERNATIONALIZATION AND MULTILINGUALISM IN HIGHER EDUCATION OF BRAZIL

2016 I INTERNATIONAL MEETING OF LANGUAGES WITHOUT BORDERS: INTERNATIONALIZATION AND MULTILINGUALISM IN HIGHER EDUCATION OF BRAZIL

CONTACTS

ORGANIZATION THIERRY DUDERMEL RESPONSIBLE FOR ACTION: Minister Counsellor - Head of Development and JESUALDO PEREIRA FARIAS Cooperation Section [email protected] Ministry of Education ASIER SANTILLAN LUZURIAGA Explanada dos Ministérios, Bloco L, Cooperation Attaché – EU-Brazil Sector Dialogues Ed. Sede, 3o Andar Support Facility Coordinator 70047-900- Brasília, Distrito Federal. +55 61 2022.8014 MINISTRY OF PLANNING, DEVELOPMENT AND MANAGEMENT OPERATIONAL RESPONSIBILITY: DYOGO OLIVEIRA DENISE MARTINS DE ABREU E LIMA Minister [email protected] President of the Languages without Borders GLEISSON CARDOSO RUBIN Program Secretary of Management Secretariat of Higher Education - SESu/Mec +55 61 2022.8014 MARCELO MENDES BARBOSA Project National Director National Association of Higher Education Directors of Federal Institutions - CGRIFES REPORT PREPARED BY: CESO - SAMIRA OTTO SUPPORT: [email protected] EUROPEAN UNION +55 61 9296.6428 LÍGIA FLORES General Management of the European REPORT REVISED BY: Commission for Education and Culture GABRIELA ROSSETTI MONTINI [email protected] NATIONAL MANAGEMENT OF THE “EU-BRAZIL +55 19 98174.5453 SECTOR DIALOGUES SUPPORT” PROJECT +55 61 2020.8527/1823/1704/8559 © European Union, 2016 [email protected] Responsibility for the information and views set www.dialogossetoriais.org out in this report lies entirely with the authors. Reproduction is authorized provided the source is EUROPEAN UNION DELEGATION TO BRAZIL acknowledged. JOÃO GOMES CRAVINHO Head Ambassador of the European Union Delegation in Brazil 2 3 I INTERNATIONAL MEETING OF LANGUAGES WITHOUT BORDERS: INTERNATIONALIZATION AND MULTILINGUALISM IN HIGHER EDUCATION OF BRAZIL

TABLE OF CONTENTS

INTRODUCTION ...... 06

1. OFFICIAL OPENING CEREMONY ...... 09

2. LANGUAGES WITHOUT BORDERS PROGRAM ...... 09

3. LAUNCHING THE PROGRAM APPLICATION ...... 11

4. INTERNATIONAL LECTURES ...... 12

4.1. PANEL 1 - OPENING CONFERENCE: “Global Context of the Internationalization of Higher Education: Multiculturalism and the Role of Languages”. By Elspeth Jones ...... 12

4.2. PANEL 2: “Internationalization of Higher Education: Some Comparative Aspects and Management Experiences”. By Richard Stenelo and Giorgio Marinoni ...... 15

4.2.1. “The Internationalization of Higher Education: How It Works and Institutional Challenges”. By Richard Stenelo ...... 15

4.2.2. “Internationalization of Higher Education: Case Studies, Key Developments and Recommendations”. By Giorgio Marinoni ...... 16

4.3. PANEL 3: “Multilingualism and Mobility in Europe and Brazil”. By Carla Salvaterra and Ingrid De Saint-Georges18

4.3.1. “Multilingualism and Mobility in Europe and Brazil: Policies and Practices”. By Carla Salvaterra ...... 18

4.3.2. “Bi or Multilingual Programs and the Internationalization of Higher Education Challenges and Prospects”. By Ingrid De Saint-Georges ...... 19

5. INNOVATIVE NATIONAL PRACTICES ...... 22

5.1. FEDERAL UNIVERSITY OF BAHIA (UFBA) ...... 23

5.2. FEDERAL UNIVERSITY OF ESPÍRITO SANTO (UFES) ...... 24

5.3. FEDERAL UNIVERSITY OF TRIÂNGULO MINEIRO (UFTM) ...... 25

5.4. FLUMINENSE FEDERAL UNIVERSITY (UFF) ......

5.5. FEDERAL UNIVERSITY OF UBERLÂNDIA (UFU) ......

5.6. FEDERAL UNIVERSITY OF RIO GRANDE DO NORTE (UFRN) ......

5.7. FEDERAL UNIVERSITY OF VALE DO SÃO FRANCISCO (UNIVASF) ......

5.8. FEDERAL UNIVERSITY OF RIO GRANDE DO SUL (UFRGS) ...... 4 5 I INTERNATIONAL MEETING OF LANGUAGES WITHOUT BORDERS: INTERNATIONALIZATION AND MULTILINGUALISM IN HIGHER EDUCATION OF BRAZIL

Japanese and Portuguese as a foreign/additional • Representatives of MEC International INTRODUCTION language; representatives of the International Relations; Relations department of the federal universities. • Representatives of Educational Themes The Ministry of Education (MEC), through the of teaching of languages and administration of In order to enrich the debate on internationalization Division of the Ministry of Foreign Affairs (MRE); Secretariat of Higher Education (SESu), in profciency tests, ii) internationalization, and and multilingualism, fve European experts in the • Representatives of European partners of the partnership with the EU-Brazil Sector Dialogues iii) student mobility in 2015; 3) verify with the covered topics were invited: Elspeth Jones, of the Languages without Borders Program: Germany, Support Project - coordinated by the European institutional representatives the diffculties that Leeds Metropolitan University (United Kingdom); Belgium, Spain, France, Italy and the United Union Delegation in Brazil (Delbra) and the the Brazilian higher education institutions (IES) Carla Salvaterra, of the Bologna University (Italy); Kingdom; Ministry of Planning, Budget and Management face in implementing the LwB Program and the Ingrid de Saint-Georges, of the Luxembourg (MOP) of Brazil -, promoted on November 25 Federal Universities Development Plan (PDU) for University; Richard Stenelo, of Lund University • Representatives of the International Relations and 26, 2015, in Brasilia, the First International internationalization; 4) allow the representatives (Sweden); and Giorgio Marinoni, of the International sector of the 63 federal universities accredited Meeting of Languages without Borders Program: to discuss issues about internationalization via Association of Universities (AIU). Each expert led to the LwB Program; Internationalization and Multilingualism. For the Language Centers (NucLi) with language teaching a panel on European management practices of • 63 coordinators of IsF ; event, there was active involvement of European and learning specialists ; 5) share successful internationalization of higher education and the partners of the Languages without Borders experiences carried out by institutions of national role of language policies and multilingualism in the • 53 pedagogical coordinators of English Program: Germany, Belgium, Spain, France, and international nature; 6) present results related internationalization process of the universities. language; Italy and the United Kingdom. Other multilingual to the management of the LwB Program and • 167 representatives of the French, Italian, countries such as Luxembourg and Sweden also guidance on administrative procedures. Besides the presence of international experts, the Japanese, German, Portuguese as a Foreign participated in the Meeting. This exercise of mutual Brazilian federal universities shared innovative Language and Spanish languages; understanding aimed at promoting closer actions The Management Center of the LwB Program experiences on the relationship between LwB between Brazil and European countries, through observed the need to organize a broad on-site Program and international relations sector focused • Authorities responsible for the LwB Program partnerships for teaching the offcial languages of meeting with all LwB contributors appointed by on the process of institutional internationalization. (SESu/MEC, CAPES/MEC and SE/MEC; the European Union in Brazil. partner federal universities in order to help the The experience gained through programs such • Guests and partners from other ministries promotion of internal measures favoring the as Erasmus Mundus, Alisios and Science without and embassies; The main purpose of this frst international meeting process of internationalization and strengthening Borders enabled discussions on linguistic diversity, in Brasilia was the exchange of experiences between the actions of the LwB Program in these intercultural dialogue and the formation of “global • Other guests, publishers and representatives Brazil and the European Union member states on institutions. The following are contributors of the citizens” with better prospects for professional and of other organizations involved. multilingualism, learning foreign languages aimed Program: LwB coordinators, who are experts in academic development. at internationalization and academic mobility in language teaching and learning and institutional The “I International Meeting of Languages without higher education. In order to achieve this purpose, representatives before SESu/MEC; pedagogical The International Meeting brought together an Borders: Internationalization and Multilingualism” the following goals were set: 1) present the coordinators, specialists in language teaching, audience of over 400 participants, including: represented an important milestone for the current situation of the Languages without Borders who are responsible for organizing the activities of consolidation and strengthening of language Program (LwB) to institutional representatives Language Centers in operation at partner federal • Managers of the Secretariat of Higher policies aimed at the Brazilian public higher of the Brazilian partner universities; 2) present universities; representatives of other languages Education at the Ministry of Education (SESu/ education, and for the internationalization of the initiatives carried out by SESu/MEC in order belonging to the scope of the LwB Program, MEC); federal universities in the country. to strengthen actions related to i) the provision namely: German, Spanish, French, Italian, 6 7 I INTERNATIONAL MEETING OF LANGUAGES WITHOUT BORDERS: INTERNATIONALIZATION AND MULTILINGUALISM IN HIGHER EDUCATION OF BRAZIL

1. OFFICIAL OPENING praising the progress made by the Languages CEREMONY without Borders since it has been started, in 2012. Regarding the progress of the LwB Program, the The offcial opening of this frst international president of the Manager Center of the Program, meeting was attended by the following authorities: Denise Martins de Abreu e Lima, stressed the the Minister of Education, Aloizio Mercadante; evolution and expansion of the LwB activities to Ambassador of the European Union in Brazil, João highlight that other languages were incorporated Gomes Cravinho; Secretary of Higher Education after starting the operations with the English of MEC, Jesualdo Pereira Farias; Ambassador language. “Offering other languages and cultures of Canada in Brazil, Riccardo Savone; Executive is essential for a wide internationalization of the Director of Languages Canada, Gonzalo Peralta; universities. Our start with English enabled the and advisor to the Department of Higher Education inclusion of other languages such as French, and President of the Management Center of the Spanish, Italian, German, and, especially, LwB Program, Denise Martins de Abreu e Lima. Portuguese as a foreign/additional language, in order to spread our language and our culture to Encourager of knowledge exchange, Ambassador the Program’s partner countries”. João Gomes Cravinho mentioned in his speech the Erasmus Mundus Program, a successful initiative that offers interuniversity support for mobility of 2. LANGUAGES WITHOUT students and teachers in higher education among BORDERS PROGRAM (ISF) European Union member States and associated States, and also the latest + Erasmus Program. On The president of the Manager Center of the the Brazilian initiative, the main theme of the event Languages without Borders Program (LwB) and in Brasilia, said, “The Languages without Borders advisor of the Secretary of Higher Education, Program is a necessity. It has the European Union Prof. Denise Martins de Abreu e Lima, presented as an enthusiastic partner.” an overview on the evolution of the LwB since its implementation, highlighting the main actions The Minister of Education, Aloizio Mercadante, and the positive impact on the Brazilian academic emphasized the importance of the LwB Program and scientifc community. She explained that for the mobility of Brazilian students and professors the creation of the Languages without Borders to universities in other countries. “From the Program began in 2012, during the frst Science without Borders, we found that excellent administration of Minister Aloizio Mercadante, with students, especially low-income students, had no the English without Borders Program arising from Brazilian universities demand. Initially, the LwB profciency in foreign languages, which impaired program aimed at facilitating the development of the participation in this program,” he said, while English language profciency of students applying 8 9 I INTERNATIONAL MEETING OF LANGUAGES WITHOUT BORDERS: INTERNATIONALIZATION AND MULTILINGUALISM IN HIGHER EDUCATION OF BRAZIL

for the Science without Borders Program, which by Cengage and funded by CAPES. With respect were incorporated to the Program as well as Brazilian educational system through cooperation is the greatest academic mobility program already to the offer of face-to-face English courses, there the development of Portuguese as a foreign/ with other departments and secretariats from MEC. implemented by the Brazilian government and is were more than 70 thousand registrations for the additional language aiming at promoting the responsible for formation and qualifcation of the courses offered by 63 federal universities that have Brazilian language and culture in partner countries “We are building networks, breaking boundaries academic community of Brazilian higher education Language Centers from the LwB Program, called of the Program. Mandarin is another language to between states, innovating in language teaching, in reputed foreign universities. NucLi. The 63 NucLi rely on the work and expertise be incorporated to the Program very soon. After creating and recreating with the opportunities of over 100 English language PhD specialists, reporting the current framework of partnerships we have. Tomorrow, we will assess the best Abreu e Lima pointed out that since 2012, the including LwB and pedagogical coordinators, and and activities of each language, Prof. Denise internationalization initiatives presented by the LwB coordinators, experts in language teaching 400 English teachers, who are responsible for emphasized the progress of partnerships with universities with NucLi in the country, and the best and learning from the Brazilian public universities, teaching the classes and receive orientation from foreign institutions on reciprocal arrangements for three initiatives will be awarded by some of the spared no efforts to meet the call for participation the local coordinators. The focus of the on-site teaching Portuguese. Program’s partners: the US Embassy, the British and engagement with the Program. Regarding the courses at the NucLis is to work with linguistic Embassy and Languages Canada.” three actions that are the base of the LwB Program aspects that enable the internationalization and an In the words of the LwB president, “we want more (administration of profciency tests, online English academic experience abroad. The LwB Program and we can do more with what we have already The LwB president concluded her speech by courses and face-to-face English offer on-site at also has an important formative role in teacher achieved. We can invest in initial and on-going thanking all participants of the Program and the the universities) more than one million seats for education, once the teachers should preferably be teacher education, as we are already doing with authorities for their support to the initiative of an TOEFL ITP were offered by public universities undergraduate students of Language and Literature these 400 English teachers, who are learning education without borders. “I speak on behalf of all through a management system praised by the ETS course in order to teach at NucLis. . Regarding the how to prepare our academic community for our representatives here today who want to make (Educational Testing Service) team in the United implementation of Language Centers (NucLi), Prof. internationalization inside and outside their home a difference in our country, helping to structure States because of its complexity and quality. Denise announced the master plan initiative in 3 institutions.” She argued that the Program should the internationalization of our universities and This management system has been specifcally state universities from São Paulo to create an IsF not be restricted only to the federal universities strengthening our public, free and qualifed developed by the Ministry of Education for NucLi in these institutions. because the goal is to multilinguistically enable the education.” administration of the actions of the LwB Program. Brazilian higher education. “We can also include Also, in relation to the administration of profciency According to president Denise Martins de Abreu teachers from public elementary and high schools, 3. LAUNCHING THE LWB tests, Prof. Denise explained that at that time, a e Lima, the results presented above are so in partnership with SEB (Secretariat of Elementary national diagnosis assessment of the level of signifcant to the language teaching feld in the Education), assisting in their language education PROGRAM APPLICATION profciency of the Brazilian higher education country that other languages were incorporated so that they can prepare prospective students hanks to the partnership between SESu and the students was being completed with more than into the Program in order to broaden the to our universities. In addition to this teaching Department of Information and Technology from 300 thousand results (corrected tests) and the perspective of Brazilian students with respect audience, the Program may include actions aimed MEC, a LwB Program application for smartphones participation of 145 public institutions of higher to education in foreign languages, expanding at the network of institutions of technological and tablets is in full development. Thiago Coringa, education. multilingualism and strengthening the conviction education, in a partnership with SETEC (Secretariat IT specialist, presented the project through a visual that “we recognize the importance of the English of Vocational and Technological Education). Prof. demonstration of the prototype and the forecast of Regarding the action aimed at offering online language in the academic world, but it is essential Denise stressed that the Languages without the launching schedule. The main objective of the language courses, the president said that currently to offer access to other languages and cultures Borders Program has contributed signifcantly to proposal is to “use smartphones and tablets as a there are more than 800 thousand Brazilian so that the internationalization process of our the enhancement of teachers and the discussion means of communication for the implementation students with access to the My English Online (MEO) universities is wider and more profound.” Hence, of language policies in the country and that SESu of LwB Program with quality and agility.” Thiago platform, an English language course developed German, Spanish, French, Italian and Japanese is also committed to expand the Program in the 10 11 I INTERNATIONAL MEETING OF LANGUAGES WITHOUT BORDERS: INTERNATIONALIZATION AND MULTILINGUALISM IN HIGHER EDUCATION OF BRAZIL

mentioned the latest research of Anatel about the 4. INTERNATIONAL Jones spoke for 50 minutes and then answered also addressed the skills of mediation, confict importance of smartphones for Brazilian users. several questions submitted orally by the public. resolution and decision-making processes. LECTURES The new application will have two access During her presentation, the professor addressed At the end of presentation, the frst question was strategies: a) the frst, called LwB-management, to 4.1. PANEL 1 - OPENING the internationalization of higher education as raised by the president of the LwB Program, meet the managers’ needs, with daily access to CONFERENCE: “GLOBAL CONTEXT a major force of change and improvement of Denise Martins de Abreu e Lima, on the challenge the Program’s data and information, focusing on OF THE INTERNATIONALIZATION contemporary education. She mentioned the of foreign language education for students with the construction of administrative actions (in the OF HIGHER EDUCATION: European initiatives of internationalization and special needs. Elspeth Jones commented on previous 30 days from Coringa’s presentation, the MULTICULTURALISM AND THE ROLE mobility, such as the Erasmus Mundus Program, some experiments in England and the differences system recorded around 1,800 users’ access); b) , in addition to the Bologna process, aiming at between sign languages taught in different OF LANGUAGES”. BY ELSPETH European areas of higher education beyond local countries. A Brazilian professor at Federal the second access strategy, called LwB-Student, JONES refers to the access of users, i.e., students enrolling initiatives to encourage policies to attract foreign University of Pelotas, with research experience in students. For Elspeth Jones, internationalization the United Kingdom, addressed questions about for taking the profciency tests and for face-to- Elspeth Jones is an emeritus professor of is a process with many dimensions: beyond the teaching methodology in this area and the face classes in their universities. The purpose is to Internationalization of the Higher Education at the domain of foreign languages, it involves challenge of selecting the best strategies. analyze the users’ profle and facilitate students’ Leeds Metropolitan University, United Kingdom, intercultural and global internationalization in access to information about the Program. . and a visiting professor at several universities education and research to all students, teachers Another raised issue was about the in Europe. Her specialties include analysis of and staff of the institutions. According to her, internationalization of curriculum on the The application’s design and structure was personal and professionals for use of international it is in this broader and complex context that components that are important to an international prepared from a pilot proposal created by SESu, mobility; internationalization of the curriculum; internationalization will contribute to the formation curriculum. Professor Jones replied that there is and it is under study since 2013. The launching global citizenship and developing intercultural of a better society. Throughout her presentation, the no single formulation on the matter; international schedule presented at the event is divided into two skills. Jones has published extensively on these professor explored the different dimensions of the curriculum will be built from the concept of phases. The frst phase, scheduled for launching subjects, and is editor of the Routledge series of internationalization concept, concluding with two internationalization formulated for each area of by the second half of January 2016, aims at books for Higher Education Internationalization. key dimensions of an internationalized curriculum: expertise. The overall experience has adopted providing LwB-Students access to registration She received, from the European Association for global perspective and intercultural skills. models based on the interests of each area of information, schedule of classes and tests and Education, the International Award for Excellence knowledge and its internationalization concept. also aims at providing LwB-Managers access to in Research. She is fuent in fve languages. As a Elspeth Jones discussed various aspects of the activity reports for each action of the Program, secretary of the Council of the University of Modern international mobility, with special emphasis Another professor, from the Federal University for example, the availability of seats in face-to- Languages in the twenty-frst century, Elspeth on its transforming results. She dealt with the of Rio Grande do Sul, asked about the best face courses of English. The second phase is to Jones defended the promotion of language study intercultural competence and confdence of references for the internationalization of Brazilian be launched until the end of the frst half of 2016. in the United Kingdom. She taught English as a students, which are qualities such as willingness universities once this subject is still incipient. This phase’s focus will be on the development of foreign language for years, especially in Japan and to take risks, patience, sensitivity, fexibility and Noting that countries such as Russia and China the LwB Program by expanding the information Singapore. open-mindedness, respect, creativity and humility have advanced national programs, she asked if available for both versions, which allows, for in managing personal expectations. In professional Brazilian universities should try an implementation In the frst panel of the event, mediated by the example, that students register forthe available terms, she talked about skills and employability, individually or wait for a national and unifed President of Languages without Borders Program, courses through the application. teamwork, and leadership, project management, program. Elspeth Jones believes that major Denise Martins de Abreu e Lima, Professor Elspeth problem solving and networking. The professor programs internationally recognized for the quality 12 13 I INTERNATIONAL MEETING OF LANGUAGES WITHOUT BORDERS: INTERNATIONALIZATION AND MULTILINGUALISM IN HIGHER EDUCATION OF BRAZIL

and comprehensiveness, as it is the case of MIT their theory if there had not been exchange of 4.2. PANEL 2: During his lecture, Richard Stenelo addressed and Harvard universities in the United States, information and international collaboration. The “INTERNATIONALIZATION OF the experience of the University of Lund with have limited number of benefciaries. Initiatives best way to mitigate the problem is to expand HIGHER EDUCATION: SOME international policies, drawing attention to individually developed by the universities are international publications. Jones also mentioned COMPARATIVE ASPECTS AND important arguments that support the initiatives of desirable, but it is also very important that national the university regarding the internationalization of the example of Japan, speaking about the MANAGEMENT EXPERIENCES”. BY policies extend the concept of internationalization importance of international collaboration, because education. As a political argument, he stated that for other educational institutions in the country. the lack of publications in different languages and RICHARD STENELO AND GIORGIO the internationalization of education can strengthen Mobility is only one aspect of internationalization. in different academic circles is not only a problem MARINONI the position of a nation and its role in the world. in Brazil, but also in all countries (this issue is As an example, he mentioned the scholarships, In the second panel, mediated by Professor Bringing other question for discussion, the currently addressed by Professor Elspeth Jones in which ultimately would result in a good relationship Márcio Venício Barbosa, president of the National representative of Federal University of Minas Gerais a book to be released). between the promoting institution and its country asked about the relative importance of investment Association of Higher Education Directors of Federal with possible future world leaders in various areas Institutions - IFES (CGRIFES), each speaker had 40 in internationalization of education when there are Representatives of Federal University of Pará of human activity. As an economic argument, he minutes for their lecture and a total of 60 minutes many internal challenges in education in need asked about how to avoid a discussion of said that internationalization becomes important by the end of the panel to discuss and answer for investments. Prof. Jones argued that major internationalization restricted to the perspective because the world is increasingly globalized, questions from the audience. The individual lectures investments in internationalization could be made of hegemonic languages. Jones believes that the which requires that people are well-educated of each professor addressed the following topics: without the demand for large fnancial budgets, but multicultural approach within the same language and have international experience. Education has also become a commodity, now an important only with time and dedication. On one hand, mobility is a way to mitigate the problem. That is, the study 4.2.1. “THE INTERNATIONALIZATION OF part of the fnancing of universities. Regarding usually demands a high fnancial investment; of French, for example, not only from the culture HIGHER EDUCATION: HOW IT WORKS the academic argument, Stenelo explained on the other hand, investments in preparing and values of France, but also from Canada and AND INSTITUTIONAL CHALLENGES”. BY that internationalization increases the quality the institutional culture for internationalization, francophone African countries, offering other RICHARD STENELO of education and enables the production of the internationalization of the curriculum and values and perspectives on the same language. researches and investigations that are carried out intercultural debates are important actions that do Richard Stenelo has over 20 years of experience internationally. He also argued that a good and not require large fnancial investments. Education Finally, a representative of the Science without in international education at the University of successful academic career requires publications needs to be debated within global perspectives, Borders Program wanted to know the professor‘s Lund, Sweden. He is currently the Director of the in international journals. In a globalized world, which can be done with actions that require more opinion about how to use the visibility given to Brazil International Department and his responsibilities globalized environments and classrooms are time, vision and local initiatives. Thinking about the from the implementation of the Science without involve the formation of international partnerships, needed. Under social and cultural aspects, internationalization is essential for the teaching Borders Program and the demand in foreign mobility, services for international students, internationalization is important because national and education of the twenty-frst century. institutions for Brazilian culture and the teaching of international marketing and recruitment. Before students acquire knowledge about other cultures Portuguese as a foreign language. Elspeth Jones that, he worked as Director of Education at the and foreign students acquire knowledge about Representatives of the State University of Campinas same university, where he was also a student of highlighted the major impact of the Science without their own culture from another perspective, once asked Elspeth Jones about initiatives to broaden International Relations and Political Science. He Borders Program in international universities and they are in touch with a different culture from their Brazil’s academic production internationally. The studied abroad twice: one year at the University of the importance for Brazil to invest in the teaching own. At the end, the universities take on the role of professor mentioned the statement of those who Sorbonne in Paris, and a year at the University of of Portuguese as a foreign language. educating ambassadors to the nations involved in were awarded the Nobel Prize in Chemistry in British Columbia (UBC) in Vancouver, Canada. academic exchanges. 2015; they affrmed the impossibility of building 14 15 I INTERNATIONAL MEETING OF LANGUAGES WITHOUT BORDERS: INTERNATIONALIZATION AND MULTILINGUALISM IN HIGHER EDUCATION OF BRAZIL

With regard to the challenges and opportunities, February 2015, in the command work of the support the role of professors, and also managers therefore, institutions need to evaluate each case, Stenelo mentioned several aspects, including the Association in the feld of internationalization of in the development of higher education policy; 4) in order to avoid exclusions and complications. funding of students, the institutional support of higher education. He is also coordinator of the promote greater education for collaborative industry Professor Giorgio Marinoni agreed with the the university management and the introduction Advisory Internationalization Strategies Service in the context of student mobility; 5) disseminate position of the colleague and mentioned the Treaty of incentives and scholarships for students from (ISAS), a service that IAU provides to higher the importance of “internationalization at home”, of Bologna, which still causes much discussion outside the European Union. He recalled that education institutions so that they can review integrating international and intercultural learning and controversy among European universities. Sweden provides grants since 2011 in order and improve their internationalization strategies. outcomes in the curriculum for all students; 6) to encourage the establishment of a global Prior to joining the IAU, Marinoni worked for fve remove the barriers that prevent the existence Representative of the Federal University of Paraná classroom. He mentioned problems created by years as Network project manager for universities of joint degrees; 7) develop innovative models questioned Stenelo about the option for the national regulations, since these are not always from Europe’s capitals, in Brussels, where he of digital learning as instruments to complement presenting dissertations in different languages at aligned with the European programs (mobility, coordinated several political reform projects of the education policy; 8) better align the education the University of Lund, since in Brazilian universities one-way credit, Erasmus Mundus etc.), and also higher education, especially, but not exclusively in policy of internationalization in other levels of there is no such possibility yet. The lecturer said for legislation on migration. Richard Stenelo also Europe. He has experience in the private sector, education (primary, secondary, vocational and adult that the stimulus to the English language always addressed various topics, such as the departure of he has an academic background in science, four education); 9) encourage bilingual and multilingual existed, since the Swedish language does not have students in the country of origin and its arrival to years of scientifc research and publications in learning at the level of primary and secondary a lot of expression in the world, and this is a trend the country of destination; the reciprocal regulation journals. education as a basis for language policy guided to encourage global careers. of visa for Swedish students who wish to start by diversity; and 10) remove the barriers between internship in Brazil; the integration of international During his lecture, Giorgio Marinoni introduced the internationalization of research and education The representative of the Federal University of Rio students in both the classroom and socially; the the International Association of Universities (IAU) at all levels, for greater synergy and opportunities. Grande posed the last question, asking about the challenges posed by the Swedish language. He platform, developed by UNESCO, and discussed paradox between the concept of internationalization also had the opportunity to present his thoughts the impact and benefts that the tool has promoted Marinoni concluded his lecture by stating that the on one side and the stimulus for multiculturalism on global classrooms, recognition of diplomas of for more than 600 European Universities and internationalization of higher education can and on the other. He asked how to stimulate diversity joint programs (PhDs in co-trusteeship system), other institutions and in affliated and associated should be a tool for higher education institutions and multilingualism in the impact and pressure of the digitization of higher education (Erasmus +, A organizations. Marinoni presented a comparative in order to educate citizens and global professional the global economic hegemony. Giorgio Marinoni university - 2) and language policies. At the end and current picture of Europe and other regions recognized the importance of the problem, but of his lecture, Stenelo reported that the University and provide research to help solve global of the world, including Latin America, especially he said that the hegemony of languages has of Lund signed recent agreements with Brazilian challenges. Brazil. He analyzed graphs and statistics, been decreasing, mentioning as an example the universities and the institution where he is working suggesting improved prospects in European After completion of the lectures, the panel to importance of Spanish language in the United States is opened for fnancing joint projects. policies for the internationalization of higher questions and debates was opened. The mediator and even in certain regions of Brazil. He believes education. He presented ten recommendations 4.2.2. “INTERNATIONALIZATION formulated the frst question, asking whether that the issue involves two levels of response. The suggested by the European Parliament that could the deployment in Europe of credit recognition frst level relies on the type of production intended OF HIGHER EDUCATION: CASE possibly be exploited by Brazil: 1) address the STUDIES, KEY DEVELOPMENTS AND programs between countries (ICTS) was benefcial. for the world; and the second level of analysis relies challenges of credit and the degree of mobility In the view of Richard Stenelo, credit recovery on the fact that our life (considered individually) RECOMMENDATIONS”. BY GIORGIO given the imbalances in institutional cooperation; MARINONI programs are controversial because different either will focus more on global impact issues or 2) recognize the growing popularity of internships countries have different credit utilization systems, local specifc issues. The lack of knowledge on and build options to combine them with training Giorgio Marinoni joined the International which often instead of helping, impairs the mobility languages is always a barrier; the barrier will be language and cultural skills in studies abroad; 3) Association of Universities (IAU) as manager in process. The main focus should be on student itself; higher or lower depending on the importance of 16 17 I INTERNATIONAL MEETING OF LANGUAGES WITHOUT BORDERS: INTERNATIONALIZATION AND MULTILINGUALISM IN HIGHER EDUCATION OF BRAZIL

language in activities that someone, individually, projects related to the internationalization of higher innovation, and for the strategic development of professionals with entrepreneur profle and an intends to develop in the world. However, what is education, Carla was an academic vice president the international dimension of higher education, interdisciplinary vision to solve complex problems sought, above all, is the profle of a global worker. of the University of Bologna between 2009 and arguing that the regulatory environment is essential and implement innovative solutions. 2015. In this position, she coordinated the mobility for sustainable cooperation. Mobility is a trigger for Richard Stenelo agreed with Marinoni and spoke programs to Italy, such as the Brazilian Science the development of skills in internationalization 4.3.2. “BI OR MULTILINGUAL PROGRAMS about the importance, in Sweden, of the domain without Borders Program, and participated in based on the value of diversity; its importance that AND THE INTERNATIONALIZATION OF of at least three languages. Swedish and English the Alisios project, managed by the University the student should focus on the results of a wider HIGHER EDUCATION CHALLENGES AND are mandatory and Swedish citizens should opt for of Coimbra (Portugal), which aims to improve learning experience and not only in professor- PROSPECTS”. BY INGRID DE SAINT- a third language, unless they want to be isolated. cooperation between Europe and Brazil to promote centered environment. This is a conceptual GEORGES. Swedish companies are worldwide and the mobility, education, research and innovation. cultural dimension, which is expressed in different knowledge of languages is a two-way knowledge: ways: content vs. learning, profle focused on Ingrid of Saint-Georges is a Professor of Education it is possible to know about the culture from where Professor Carla offered a more focused reading learning outcomes and diversity valuation are at the University of Luxembourg, deputy director the company is based while establishing a channel of mobility policies related to internationalization central perspectives for good practices of mutual of the Research Institute on Multilingualism to present the Swedish culture. programs in Europe, focusing on the experience recognition. and director of the trilingual program “Master in of Alisios Project, in which she was manager. Learning & Communication in Multilingual and 4.3. PANEL 3: “MULTILINGUALISM She presented a comparative table of Brazilian According to the Professor, the exchange of Multicultural Contexts” at the same university. AND MOBILITY IN EUROPE AND and European strategies for internationalization, experiences between the European Union and During her academic career, she studied and BRAZIL”. BY CARLA SALVATERRA launching the following question for discussion: Brazil on mutual recognition of diplomas is an held positions in Belgium, the USA, Switzerland AND INGRID DE SAINT-GEORGES “How can we use mobility and multilingualism to item of paramount importance. At the end of her and Luxembourg, and was an invited Professor shape our internationalization strategies?” presentation, she stated that structured mobility at the University of Thammassat, Thailand, and the University of Strasbourg, France. For over 15 The third panel was mediated by Professor Waldenor programs can help generate closer cooperation After analysis and refections on cases from years, she researches the role of language and Barros Moraes Filho, vice president of the Manager with partner colleges and can promote quality Europe and Brazil, professor Salvaterra stated communication for learning in work contexts. This Center of the LwB Program, and followed the same and relevance improvement of the involved that the transposition of models from one reality context led to carry out feldwork in social economy, dynamics from the round table of the previous study programs. Improving the quality of mobility to another is not the most appropriate solution on the requalifcation of unemployed youth in the panel. Each lecturer had 40 minutes to present and experience is inseparable from the strengthening for national weaknesses, neither in Brazil nor automotive industry and on working schools and a total of 60 minutes by the end of the panel to of international institutions and higher education in Europe. She argued that the Science without career transitions. After arriving in Luxembourg discuss and answer questions from the audience. courses, as well as improving university-industry Borders Program put Brazil in the spotlight of higher – a trilingual country with 49% of immigrants - The Iindividual lectures of each professor addressed relations with regard to employment (in the case education institutions in Europe and worldwide, in 2010, Ingrid was interested in multilingualism the following topics: of applications). Professors and administrative promoting mutual understanding, innovation, and staff also need to be encouraged and trained to study, starting to question how the domain 4.3.1. “MULTILINGUALISM AND MOBILITY new opportunities. The Science without Borders manage these initiatives and they also should have language determines the personal and professional IN EUROPE AND BRAZIL: POLICIES AND Program also favored a greater awareness of the opportunities to participate in mobility. Examples of life of people, their identity and learning. She has PRACTICES”. BY CARLA SALVATERRA strategies that support sustainable and fruitful good practice are Encrypt programs PAEC-OAS- investigated this subject in primary schools, in mobility fows, as well as gave an insight on GCUB, PLI and mobility at the doctoral level, which higher education, in the workplace, in tourism and Carla Salvaterra is a Professor in the Department structural problems. Carla Salvaterra emphasized should be further encouraged through international in the media. She is the author and publisher of of History, Cultures and Civilizations at University the importance of mutual understanding about cooperation programs and study / insertion in the books related to education and multilingualism, of Bologna, Italy. Actively involved in several global frameworks for educational research and market, focusing on the training of students and published in several languages. 18 19 I INTERNATIONAL MEETING OF LANGUAGES WITHOUT BORDERS: INTERNATIONALIZATION AND MULTILINGUALISM IN HIGHER EDUCATION OF BRAZIL

Initially, Ingrid de Saint-Georges presented the or inhibited because of the spoken languages? Alisios Program and good future prospects of in only a language. Thus, a poem by Dickinson trilingual experience and internationalization Are the relationships and interactions at work dialogue with Brazil from the support of their own evokes different issues when played by different programs of the University of Luxembourg, the same as the spoken languages (varieties)? European universities. She understands that the cultural groups, even in the same language. Care highlighting the role of all educational institutions as Are there hierarchies in terms of language, suspension of the SwB Program will not prevent must be taken with simplifed classifcations. cultural brokers. According to the Professor, we are in the workplace? Who is benefted from the universities from continuing cooperating and all playing the role of cultural brokers, each other, multilingualism of workers? Workers themselves? seeking alternative forms of partnership. Stenelo Representative of the Federal University of Pampa in this event. Cultural intermediation is the act of Companies? Clients? reported that the University of Lund already has asked Professor Ingrid how the issue of profciency building a bridge, connecting and mediating groups partnerships with several Brazilian universities, is treated at the University of Luxembourg, among and people from different cultural backgrounds, in By discussing the major challenges faced in as well as agreements with Capes, CNPq and the different languages. The Professor reported order to reduce conficts and produce changes. Luxembourg, Ingrid de Saint-Georges mentioned Fapesp, and will continue to seek to expand that students are addressed and evaluated in three related goals: achieve a more diverse group these agreements in Brazil with great enthusiasm. different ways in each subject, through texts and By addressing the European context, she of students; improve their language learning; Programs such as Erasmus + will continue to exams, but especially from the proposal of the asked why multilingualism is at the top of the facilitate their transition from university to the labor invest in mobility agreements with Brazil. Professor course itself. The mentoring system is widely used European agenda and offered some answers: the market. Ingrid said the University of Luxembourg does not and students help each other. workplace is increasingly global; workers have have much involvement with the Science without more complex and international trajectories for According to the Professor, what the university Borders Program, but that the institution where she Representative of the Federal University of Oeste da mobility; new forms of international collaboration is trying to do is: to engage in an “ethics of works is opened and available to sign cooperation Bahia asked about the experience of the European through technology; people are doing more work care” (Adam & Groves 2007; Saint-Georges protocols with Brazilian institutions. Professors to monitor the students in academic in a more international and multicultural context; 2012); working both ends of the path (O’Connor mobility programs. Elspeth Jones prefers to speak in the economy of knowledge, languages and 2008); cultivating a postcolonial communication Two issues, raised by a representative of the of “best practices” at the University of Leeds than communication are essential to the business; ethos; embracing complexity, its paradoxes and Federal University of Rio Grande, were addressed in specifc follow-up actions: different courses urban centers are increasingly diverse; more contradictions. to Ingrid de Saint-Georges about the existence of offer different arrangements for monitoring, which people gather more diversifed manner, using a separation between language and culture, and can range from the delivering lectures to the more languages, with different status. This makes “El camino se hace caminando!” she concluded. about the paradox of an event that deals with integration and engagement of students. Richard many languages become more visible than they multilingualism discussing all lectures in a single Stenelo said that in the case of the University of were before. In a diverse context, emergency and The mediator, Professor Waldenor, opened the language. Lund, such monitoring also depends on the profle paradoxical questions will emerge. Multilingualism discussion and invited Professor Elspeth Jones and of the partners of cooperation and interaction is seen then as an asset and a desirable goal for Professors Richard Stenelo and Giorgio Marinoni to The mediator, Prof. Waldenor, clarifed that the between them. In its evaluation, the Science employability, mobility, innovation, for personal join the colleagues Carla Salvaterra and Ingrid de single language restriction is made for budgetary without Borders Program was a great experience fulfllment and for European democracy. Saint-Georges. reasons. In this sense, Ingrid acknowledged for the University of Lund. Carla Salvaterra argued that many times, for pragmatic issues, English that each program has its assessment system, Among the many issues raised during her The frst question came from a representative from language ends up being privileged - but also and it needs to be respected, since the means of presentation, the following can be highlighted: the Federal University of São João del Rei, and it was argued that the approach of English language by control that are proved good for some programs what is the role that languages will play in the about the future of international partnerships with different cultures cannot be translated as linguistic are not necessarily good for others. According to labor market at the time of hiring? What about the Brazil, given that the government has announced hegemony, because the approaches are different her, the issue is complex and challenging. chances of being hired, being promoted or taking the temporary suspension of the Science without and the discussion is complex. By asking “What is a leading position? Will the work be facilitated Borders Program. Professor Carla mentioned a language?” many crosscutting issues are raised At the end of this last panel, the mediator, Prof. 20 21 I INTERNATIONAL MEETING OF LANGUAGES WITHOUT BORDERS: INTERNATIONALIZATION AND MULTILINGUALISM IN HIGHER EDUCATION OF BRAZIL

Waldenor, asked the fve invited teachers to deliver international relations of the Federal Universities the virtual environment through the forum tool, for LwB Program, and coordination between the LwB a fnal message. Richard Stenelo recommended to present institutional actions focused on the evaluation of the work. Authors should be available Program and international relations. that Brazilian administrators continue to stimulate process of the internationalization of higher to answer questions asked by LwB colleagues the teaching of major languages, but without education that has been put in place within their because the goal was to promote interaction about It is noteworthy that the eight frst works ranked neglecting the teaching of smaller languages. Carla campuses based on preparatory activities and the works. were awarded, and the awards were intended to Salvaterra was available to continue the debate on foreign language teaching structuring.. During the LwB Language Centers and teachers, being the discussion forum of the Alisios program, and one afternoon, these works were presented during The assessment of the virtual step was carried out the responsibility of the LwB coordinators and/or thanked the opportunity. Elspeth Jones, Ingrid de the First International Meeting of the Languages by a committee appointed by the Manager Center of pedagogical coordinator ( if any) to decide which Saint-Georges and Giorgio Marinoni also thanked without Borders Program. In order to participate,the the Languages without Borders Program, consisting teacher should receive the award and explain their the rich opportunity to dialogue with Brazil and the institutions could submit works of two types: 1) of partners of the Program, who assessed the written choice to the Manager Center of the LwB Program. reception and interaction with the Brazilian people. ongoing projects , which should discuss the actions work, the video and the interactions, if necessary, already taken by the LwB Language Centersand as an aid to the assessment. The assessment The LwB partners offered the following prizes: 5. INNOVATIVE NATIONAL the International Representation, including the criteria were: scope of action; institutional impact; 1st place: an immersion course during two months results ( partial or completed); 2) projects under articulation between undergraduate, graduate PRACTICES in a Canadian university, with all expenses covered. preparation, which should specify actions planned, and extension; clarity of objectives and theoretical The award should go to a teacher from the LwB The Manager Center of the LwB Program aims at but not yet implemented, by the LwB Coordinators in basis; adequacy of format. From all submitted and Language Center who had never been abroad, encouraging collaborative work between staff of the partnership with the representatives of International assessed works, the frst eight ranked were qualifed with positive assessment of his/her participation Program in Federal Universities (LwB coordinators, Relations. for the second step, which consisted of on-site oral in the Program and who would not only teach pedagogical coordinators and representative of the presentation during the event. Portuguese to foreigners in the Canadian institution languages) and the international relations sector (IR) The participation was structured into two phases. For the virtual step, 16 works of the following of destination, but also offer classes for language of the University. The main goal of this teamwork is to The frst one should be a virtual presentation and institutions were submitted: UFBA, UFES, UFF, UFJF, professors of public school when returning to Brazil. enable internationalization actions for all academic interaction with LwB participants at the distance UFRGS, UFRJ, UFRN, UFRR, UFSCar, UFTM, UFU, This award was granted by Languages Canada; community. From institutional meetings, it is widely management environment of the LwB Program. The best practices chosen by a committee from the UFVJM, UNILA, UNIPAMPA, UNIR and UNIVASF. For known that part of the Federal Universities have 2nd place: participation in TESOL 2016 in Baltimore Ministry of Education should be presented orally the second step (oral presentation) the works of the initiated this partnership between the LwB Program for the LwB coordinator and a teacher of his/her during the International Meeting on the afternoon following universities were chosen: UNIVASF, UFU, and the International Relations sector. There is also choice (with merit participation in the Program and of November 25, which consisted of the second UFTM, UFRN, UFRGS, UFF, UFES and UFBA. the group of institutions that is articulating initiatives who had never traveled abroad). Both should be and also the group that still needs guidance and phase. The following partners of the Languages without committed to offer language classes for teachers suggestions to start this work. Characteristics of the virtual phase: universities Borders Program assessed the works orally of Basic Education in their NucLi after returning presented: Embassy of Canada and Languages from the conference. This prize was awarded by the In order to give visibility to actions in preparation should submit a written work, with fve explicit Canada, the Embassy of the United Kingdom and American Embassy; and/or implementation and to stimulate LwB-IR sections (introduction, context, proposal, implementation plan and achieved or expected the Embassy of the United States of America. partnerships in Universities where there are no 3rd place: 2 vouchers for participation in the results) and a short video up to fve minutes The assessment criteria were the same used concrete articulation, the Management Center workshop about preparation for IELTS for NucLi containing the same subject of the written work. by the virtual step, plus two criteria: innovation, called all LwB coordinators and representatives of teachers. After participating on the workshop, these Both materials were posted on a specifc area of considering additional actions to the context of the 22 23 I INTERNATIONAL MEETING OF LANGUAGES WITHOUT BORDERS: INTERNATIONALIZATION AND MULTILINGUALISM IN HIGHER EDUCATION OF BRAZIL

teachers should offer an IELTS preparation course 5.1. FEDERAL UNIVERSITY • Prospect, implement and monitor 5.2. FEDERAL UNIVERSITY at his/her NucLi. The best students of this course arrangements, agreements and international would receive a voucher to take the IELTS exam.. OF BAHIA (UFBA) inter-university programs; OF ESPÍRITO SANTO (UFES) Two Preparatory vouchers for the TKT exam for - 1ST PLACE - • Manage academic exchange programs of - 2ND PLACE - English teachers. These awards were granted by UFBA / universities abroad, and universities the British Embassy. In addition, a participation UFBA presented the project “UFBA without abroad / UFBA; UFES presented the project entitled “The role of in the partnership with Grupo Mais Unidos was Borders: integrated actions between the Advisory foreign languages in the internationalization of granted to the institution, besides a language lab • Disclose international academic opportunities on International Affairs and Languages Center with the internal and external community of higher education: a case of study of the Language to be implemented in 2017 in the same institution; of UFBA, under the Languages without Borders UFBA; Coordination of the International Relations Program, for internationalization of the University,” Department of UFES”, represented by Kyria 1st to 8th place: a voucher for each institution • Carry out missions in foreign institutions of being represented by Roberto Andrade (adviser for Finardi (Language Coordination SRI / UFES), Felipe to conduct the IELTS profciency test, given by higher education and research; International Affairs, UFBA) and Fernanda Motta Guimarães (Coordinator of the LwB / UFES) and the British Embassy. All teachers should offer (LwB coordinator of UFBA). • Entertaining institutional foreign missions Jane Santos (Secretary of International Relations preparatory courses for IELTS and attend the visiting UFBA. The proposals are aligned with / UFES). pilot offer courses experience for Basic Education The internationalization actions of the University the goals of the General Coordination of NucLi language teachers. have started since its creation, in the 1940s, with UFBA, involving representatives of languages, The institution, established in 1954, has an the exchange of professors; in 1996, the Advisory such the Portuguese as a foreign/additional International Relations Department (SRI), created The goal of these presentations is to build a on International Affairs was created. Such actions language, Spanish, German, Italian and French. in 2012. SRI / UFES aims at encouraging and sharing model of good international practices and have been intensifed with the expansion of Among these goals, there is the training of consolidating the process of internationalization collaborative participation between the language opportunities through the Science without Borders students, staff and teachers in foreign language as a strategy for institutional growth and sections of the institution and representation of Program, from 2012, when the institution began domain, from the intermediate level; improvement of academic activities; advise all international relations. The Languages without to feel the most effective outcomes of exchange academic units regarding the implementation • Systematically offer courses and lectures on Borders Program was built collaboratively among with other countries. Currently, the context of of international cooperation; select, prepare and academic experiences abroad. There was a frst experts of the federal universities and with this internationalization of the University is expressed in lecture in early 2015 and a French language disseminate information about the programs initiative, the Manager Center of the Program realizes the proposals listed in the Advisory on International course on this issue, also in 2015; and international cooperation initiatives; disclose one more goal to be implemented by the Program: Affairs of the page (http://www.aai.ufba.br/aai) mobility opportunities for the academic community; to beneft the training of new professionals to the where the following initiatives can be verifed: • Organize chat sessions between Brazilian and support professors, researchers and students of reality of internationalization of higher education. foreign students to intercultural exchanges; foreign institutions in the development of activities • Induce and further promote the at the University or in partnership; encourage internationalization of students, professors and • Start building a Language Center for the The following section shows the eight works the implementation of agreements for research technicians with foreign institutions through operation of the classes of NucLi UFBA selected for oral presentation in the order of the activities in collaboration with foreign institutions; exchanges, courses, events, scholarships, and other language training courses at the fnal classifcation. contact the Ministry of Foreign Affairs as well as with internships (paid or unpaid); University, in order to consolidate the courses, marking symbolically and concretely place; embassies, international consulates, organizations • Enable, in partnership with other sectors of the and institutions, with a view to promote actions to University, bilateral or multilateral cooperation • Consolidate the support policies for give more international visibility to the University. agreements with foreign institutions; international students at the University. 24 25 I INTERNATIONAL MEETING OF LANGUAGES WITHOUT BORDERS: INTERNATIONALIZATION AND MULTILINGUALISM IN HIGHER EDUCATION OF BRAZIL

In UFES, students from countries in Africa, in 2014 the structure of the SRI was rethought courses as volunteers and scholarship holders Foreign Languages, in partnership with the Latin America and the Caribbean that maintain and divided into four coordination centers, namely: to support the translation of institutional content; Language Center; and the US Day in partnership cooperation agreements with Brazil may participate Mobility Coordination Abroad; Mobility Coordination with the assistants of Fulbright; • Holding events such as the China Week and in the Graduate Students-Agreement Program for UFES; Coordination of Agreements and Day of Foreign Languages; • The performance of the course Researcher (PEC-G). This program is the result of cooperation Cooperation; and Language Coordination. Among Connect, offered by the British Council through between Brazil and countries in Latin America, the achievements of Language Coordination, we • Participation in events such as the Brazil- the Newton Fund. Africa and the Caribbean Countries, with the aim should note: Canada Languages Forum, Education and of helping young foreign students to develop their Manpower and institutional representation in • The partnership with the Languages without undergraduate studies in universities. UFES also international organizations such as NAFSA, EAIE, 5.3. FEDERAL UNIVERSITY Borders Program, counting on representatives welcomes graduate students from France and the AULP and Coimbra Group of Brazilian Universities in UFES for English, Spanish, French, Italian and OF TRIÂNGULO MINEIRO Netherlands through BRAFITEC and BRANATEC (GCUB), among others; Portuguese as a foreign / additional language; Programs in the feld of Engineering. In terms (UFTM) application of more than 11 thousand tests • The reception of foreign groups in UFES. of graduate mobility, UFES is part of ECAP-OAS TOEFL ITP; more than eight thousand students program, launched by the Organization of American - 3RD PLACE - in the distance learning course of My English Regarding the actions taken and still in progress States (OAS) and the Coimbra Group of Brazilian Online; offering 480 seats for on-site courses, during 2015 we have, in addition to the continuation Universities (GCUB). The objective of this program UFTM presented the project “Integration, with more than three thousand students enrolled of previous actions, the following: is to increase academic mobility and regional internationalization and university education”, in 2014; and lectures on the campuses of São development of the Americas. In its frst edition, 53 • The performance of foreign language courses represented by professors Carla Regina Rachid Mateus and Alegre to disclose the actions of the students had the opportunity to receive a master’s and workshops (English, Mandarin, and (pedagogical coordinator), Otavio Murad, Juliana Languages without Borders Program; degree in Brazil. Under the PAEC-OAS, UFES has Portuguese as a foreign language) and English Bertucci Barbosa, Maíra Swedish Maegava Córdula (LwB coordinator), Maria Teresa Marques Santos, offered four seats in 2013, 12 seats in 2014, 24 • The offer of Portuguese course as a Foreign for specifc purposes, including the campuses Wendell Sérgio Ferreira Meira (RI advisor) and the seats in 2015, and 44 seats for early in 2016, in Language at the Language Center of UFES of São Mateus and Alegre; collaborator Marcus Garcia de Sene. the master’s and doctoral courses. From 2010, following the CELPE-BRAS model, with almost • The performance of translation workshops UFES also started to offer double teaching degrees 100 foreign students enrolled in 2014; and topics in English, with the support of The institution was founded in 1953 as the in Portuguese-Spanish Language and Literature, • 216 translations with total investment of more four assistants of Fullbright (English Teaching Medical School of Triangulo Mineiro (FMTM) and in Portuguese-French Language and Literature and than nine thousand dollars, including scientifc Assistants); 2005, it became a university, and its dedication to Portuguese-Italian Language and Literature, in articles, institutional brochures with information teaching has been recognized by various national addition to full teaching degree in Language and • The offer of training course of Access and about the courses (undergraduate and graduate indicators. Today, the UFTM has 25 undergraduate Literature-English. All these courses are offered in Dissemination of Scientifc Production, whose ones) and academic life in the cities where courses on its campus in the city of Uberaba and classroom mode. target audience are the coordinators and the campuses are located; English subtitles two undergraduate courses on the new campus professors of graduate programs in UFES, with in institutional videos of UFES; translation (in in Iturama, opened on February 13, 2015. The UFES is part of the Science without Borders Program the support of the Central Library and the Dean progress) of the curricula of undergraduate University has a total of 5,489 students enrolled (767 approvals of applications from students of Research and Graduation; between 2011 and 2014 and 250 in 2015) and the courses and university signaling of the main on the undergraduate courses (data for the second LwB Program since 2013. In view of the potential buildings of UFES; • The events such as International Day, held half of 2015); there are also 11 post-graduate every last Thursday of each month, and each stricto sensu courses (Masters and PhD) with 422 and the challenges of SRI for internationalization • The creation of an extension project involving month a country is honored; the Journey of students regularly enrolled on them. From these, and the role of foreign languages in the process, graduate students of Language and Literature 26 27 I INTERNATIONAL MEETING OF LANGUAGES WITHOUT BORDERS: INTERNATIONALIZATION AND MULTILINGUALISM IN HIGHER EDUCATION OF BRAZIL

130 students are participating in academic mobility communication: Page of UFTM via SISCAD project created in 2012 with the support of the There is also the partnership of graduate programs programs and 1,651 underwent the TOEFL ITP test (registration system) and email to academic Internationalization Program of UFF. At the initiative in Language Studies and Literature Studies; in 2015. employees and department directors; of the Superintendence of International Relations furthermore, there are several mobility programs (SRI) of the University and as part of the inclusion promoted by SRI, which bring undergraduate • Community integration: wall (selfe and The proposal presented in this project is divided policies of the Brazilian public university, its goal students from various countries eager to establish testimonies); cultural event: Cultural Saturday; into three lines of actions: is to enable the academic access to international contacts and share experiences. This entire padlet: collaborative virtual space for written mobility programs for less privileged segments of contingent would be covered by the project, which • Institutionalization of internationalization: and oral testimonies, videos and memes. society. The student selection criteria integrate also seeks to include the partnership of the City validation of completing the TOEFL ITP by academic performance and socio-economic Hall Educational Offce of Niterói, which has eager institutional curricular matrices (AACC); TOEFL 5.4. FLUMINENSE FEDERAL analysis; the course is completely free, providing teachers to be qualifed. This partnership is already validation for dismissal in subjects and as the student with educational materials at no cost being implemented through researches (area profciency proof for access the graduate UNIVERSITY (UFF) under a loan scheme (REIS and MACIEL, 2015). of Language Studies in the graduate program) program at the institution and other institutions; PULE dialogues with various levels of UFF and their and teaching degree courses through projects visual communication: identifcation cards and - 4TH PLACE - instructors are students of double graduation at the such as the Institutional Scholarship Program for adhesives in various campuses; university University - which adds value to their background Introduction to Teaching (PIBID), which involves extension projects and presentation of papers UFF presented the project “Friday of Babel: sharing - supervised by PhD professors of the respective language teaching. The project aims at opening in academic events; development of SAIU cultures and experiences in additional language”, courses. The program now serves its students avenues for interaction between various segments (University Exchange Students Tracking System) represented by Professors Kátia Modesto Valério in six semesters - from A0 level to the B1 level devoted to the teaching / learning of foreign platform; (LwB coordinator) and Bianca Pimentel Berk (pedagogical coordinator). of the European Common Frame of Reference - languages of the UFF and teachers from public • Communication: translation of the offcial which ensures perfect integration with the courses primary school in the city of Niterói, providing website of the University (UFTM, 2015); The undergraduate studies in Language and offered so far by NucLi LwB-UFF, which include moments of authentic learning, creating ties Translation of news about projects for foreign Literature offers double teaching degrees, the student from A2 level. Initially deployed at among the members of these various segments audiences (Portuguese-English); disclosure in comprising fve foreign languages: German, headquarters (in Niteroi), today PULE is expanded and fostering a multicultural vision. Therefore, English for NucLi UFTM blog (nucliuftm.com, Spanish, French, English and Italian; and the to campuses in the state of Rio de Janeiro, serving monthly immersive cultural events will be 2015) and in fyers distributed by the University bachelor degrees are offered in French, Italian and students in the cities of Volta Redonda, Rio das promoted, open to all this public, that address each on research projects or extension developed German. Prior to the implementation of Languages Ostras and Campos dos Goytacazes. of the fve target languages of the undergraduate in UFTM; academic virtual coffee with without Borders, the professors of these sectors courses - English, French, Spanish, German and participation of English Teaching Assistants were coordinating two programs that offer courses In quantitative terms, the double teaching degrees Italian language. The activities to be developed in (ETAs) on academic, university and cultural in these fve languages: the Program of Modern currently have 578 students, and the bachelor these events might have many different shapes, life, portraying the reality of undergraduate Foreign Languages (PROLEM), which serves the degree courses are attended by 125, who are according to the target audience: studies abroad. Culture disclosure in a foreign local community; and the Program of Universal supported by 36 professors. PROLEM has 1,372 • “Friday of Babel” may invite speakers from language: I. University ambassador of France - Foreign Languages (PULE), which serves the students and 54 professors, and PULE, in turn, has other institutions as well as experts from conversation classes in French cinema; II. ETAs academic community for free. Created in 1996, the students and 31 professors. With 400 students different areas, not necessarily involved with - conversation classes, workshops and varied PROLEM is a UFF extension program that enables on average, NucLi LwB-UFF has ten professors; the teaching of foreign languages (FL), courses. Creative electronic communication: the teaching of foreign languages in line with the in 2016, two English Teaching Assistants (ETAs), email, Facebook (ISFUFTM, 2015 and social commitment of the public university, offering designated by Fulbright, can provide invaluable • It is expected, however, that most of the events NUCLIUFTM, 2015), use of memes; institutional community-interest courses. As for PULE, it is a contribution to the implementation of the Program. can be conducted by lectures on aspects of the 28 29 I INTERNATIONAL MEETING OF LANGUAGES WITHOUT BORDERS: INTERNATIONALIZATION AND MULTILINGUALISM IN HIGHER EDUCATION OF BRAZIL

culture of the additional language, followed • Teachers of basic municipal education the Federal University of Uberlândia (UFU) in bring about the community interest are those in by discussion; lectures on topics of general network can present topics of their choice, if partnership with the Department of International which developed the oral competence of students interest, followed by a debate; open classes previously approved by the responsible for the Relations (DRI)”, represented by professors is developed. focusing on cultural aspects; flms, followed by “Friday of Babel”; Ivan Marcos Ribeiro (NucLi coordinator), Daisy debate; Rodrigues do Vale and Alice Cunha de Freitas Thus, from their needs and recognizing the • The support of the Language and Literature (pedagogical coordinators), Rachel Santini and urgency of action to University projection on the • Conversation groups on topics of general Institute of the University will take place through Leandro Rade (the International Relations Board). international scenario, it is necessary to think of interest; activities for health or other areas, the provision of infrastructure for the event, the a list of priorities to be performed by LwB NucLi carried out in the target language; activities participation of its students in the “Friday of The University has more than 30,000 members UFU in partnership with the International Relations for the academic life; games and recreational Babel” and accounting for such participation as in its academic community, divided between Board, as follows: activities, developed in the target language; a complementary activity, the Undergraduate undergraduate students, graduate students and • Translations of the general UFU websites Coordination, and as an academic activity, the extension students, distance education, professors • Soirees with poetry shows, skits and music in (offcial ones and sub-dean offces) into English Graduation Coordination; and other employees. It has excellent courses and the target language; and other languages, as well as translation of high visibility on the national scene. In graduate • PULE, PROLEM and LwB will participate websites of academic units (undergraduate) • Actions of English Teaching Assistants that school, there are several courses in all areas of through the actions of their students, their and graduate courses; production of will arrive at the LwB in February 2016 and knowledge and many students and researchers teachers, and eventually the professors who informational material in English and other actions of LwB professors that, perhaps, have have put UFU in a highly relevant research coordinate them. They will also contribute to languages, namely, fyers, posters, banners for spare classes; landscape. The University has courses with CAPES the extent that oral scores may be assigned for international dissemination; • Encouraging undergraduate students, whose presentations and interventions in debates and grades between 3 and 7, and tends to improve participation will be reversed in complementary discussions groups in meetings. their grades with the commitment of the academic • Creating of a help desk for assistance to activities; community as a whole. In the Extension feld, the international community, located in the In addition to answering the participation of UFU promotes courses and events that guide the spaces of the International Relations Board and • Encouraging graduate students, whose PULE, SRI will be partner in the dissemination national and local cultural diversity, and the foreign cooperation of NucLi when there is demand; participation will count as academic activity; of events with the students who are part of the community is a big target for the dissemination of offering courses and specifc nature activities, • Presentations of the students and teachers mobility programs promoted by it. In addition, their research and knowledge. with special emphasis on undergraduate and of PULE, PROLEM or IsF, who wish to expose support will be strategic, with the Communication graduate courses, and services essential for In this general context, we have the work of any topic of their expertise in the target Department of UFF, as well as other bodies the international community; members of the Languages without Borders language. For selection of the presentations, it necessary for the events. Program, whose target audience is the internal • Training students for courses with visiting will be established a committee of professors community: students, teachers and other professors: in this case, the professor of and coordinator of each program in order to 5.5. FEDERAL UNIVERSITY employees. In this sense, the efforts of NucLi UFU Languages without Borders would be a select the exhibitors, whose intervention will be have been directed to the creation of courses and mediator between those professors and transformed in oral performance score of the OF UBERLÂNDIA (UFU) activities that are within the needs and interests of students, providing advice, monitoring and care student; - 5TH PLACE - the various courses and academic sectors in order for these students. Training of UFU professor, at • Mobility students can talk about their to optimize services and language competence the time of their interest, in setting up a study countries or their experience in Brazil; UFU presented the project “Internationalization in each unit of the institution. Such courses have course in a particular subject in English; in this without Borders: implementation strategies within been systematically offered and some of that more case, the LwB professor assists the professor of 30 31 I INTERNATIONAL MEETING OF LANGUAGES WITHOUT BORDERS: INTERNATIONALIZATION AND MULTILINGUALISM IN HIGHER EDUCATION OF BRAZIL

the subject and his/her students, to “speak the Dean’s Offce. Internationalization activities, such from; created a Language Support sector in SRI to by different programs. Later, with the emergence same language” during the course. Articulation as the PEC-G, which UFRN is part from the early provide the translation of offcial documents into of English without Borders Program and the with the coordination of graduate programs for years (projects related to bilateral agreements of three languages: English, French and Spanish. implementation of NucLi in UFRN, SRI assumed creating distance activities (offering courses, CAPES), were not approved by this advisory and the organization of this project, investing the video and web conferencing, lectures, research there was no more planning for an experience In 2012, with the growing demand of TOEFL by necessary resources and inviting collaborators dissemination) via live streaming or download ; beyond national borders. foreign universities, UFRN was among the frst among the teachers of the Ágora Institute. From universities to postulate the deployment of an the beginning, SRI, Ágora Institute, Department of • Creating a platform that houses the courses In 2009, it was designed the Institutional application center. The Dean fully supported this Modern Foreign Languages and Literatures and mentioned above, with the international Development Plan, which established the goal measure and SRI invested its own budget in direction of the Center of Humanities, Language community access in order to publicize the work of internationalization of UFRN, demanding the adequacy of the institution’s spaces for the and Literature and Arts have worked together in of the UFU in English and in other languages. more effective actions for this area to be application of the test. This move was seen as these actions, which enabled the University to Offering language courses for the University institutionalized. In the same year, the former an important social action, since many students, respond immediately to each arising demand. employees that receive foreign audiences (e.g., Advisory on International Affairs was transformed largely without resources, were required to travel employees of course coordination, libraries, of into Department of International and Inter- to take the test in other cities, since Natal did In order to make the whole work more agile, SRI university restaurants, International Relations Institutional Relations (SRI), assuming the role of not have a lot of to offer. For this reason, UFRN is completing an internationalization module in Board and Academic Board). reorganizing and institutionalizing the process of mobilized its superintendence of Infrastructure the academic and administrative management internationalization of UFRN. At the same time, the and Information Technology, such as the Internal system of UFRN, allowing scanning all processes All these activities have been designed and Department of Modern Foreign Languages and Security of the Campus, to give full support to the for establishing agreements, mobility IN and OUT systematized with the International Relations Literatures, DLLEM, was created that presented TOEFL iBT applications. This allowed students, and electronic issuance of offcial documents in Board, becoming viable to the extent that there are the frst project to implement a language center especially the low income ones, for a reduction in foreign languages. funds allocated for this purpose. in UFRN, immediately supported by SRI and the the costs of preparing for mobility. In this feld, SRI Dean’s Offce. In the following year was created launched a pioneering initiative, in partnership with 5.7. FEDERAL UNIVERSITY 5.6. FEDERAL UNIVERSITY the Ágora Institute, which began operating in three the Dean’s Offce of Student Affairs, which went to OF RIO GRANDE DO NORTE areas: foreign language teaching, translation, and fnance not only the profciency test, but also to OF VALE DO SÃO profciency exams. With this internal organization, obtain passports and visas to all students in socio- FRANCISCO (UNIVASF) (UFRN) UFRN was already prepared to face the new economic vulnerability. context that would set for the internationalization - 7TH PLACE - - 6TH PLACE - of Brazilian higher education in the years to come. At the same time, it was also established internal rules, approving the CONSEPE a resolution for UNIVASF submitted the project “NucLi and ARI: UFRN presented the project “Internationalization, In 2011, with the launch of the Science without student mobility, including the subject in the Integrated Actions of UNIVASF “, represented by an institutional project”, represented by professors Borders, UFRN already had a structure able to Undergraduate Regulation and launching specifc professors Isnaldo José de Souza Coêlho, Fúlvio Márcio Venício Barbosa (representative of RI and respond effectively to the many problems that notices for each program. This work provided Torres Flores, Célia Virgınia Alves de Souza, CsF) and Edilson Rubens Lopes de Souza (LwB arose suddenly. The University has implemented security for 2015, being sent over 1,300 students Patrícia Rogéria Mariano, Gabriela Gonçalves Coordinator). an internal selection process of candidates; abroad through the Science without Borders, Caldas and Denise de Sousa Fernandes. developed and implemented profciency tests among 1,600 sent in this period. Furthermore, The structure for internationalization of the when the partner universities accepted certifcation it has been translated more than three thousand For the implementation of the project, an University, at frst, was a support body to the by the university of the where the students came school transcript and other documents required appropriate room is necessary, internally divided 32 33 I INTERNATIONAL MEETING OF LANGUAGES WITHOUT BORDERS: INTERNATIONALIZATION AND MULTILINGUALISM IN HIGHER EDUCATION OF BRAZIL

into two rooms: one large meeting room, heated, by professors Ana Eliza Pereira Bocorny, Anamaria user-friendly, multimedia, collaborative and open- with oval table for 10 to 12 people, media Welp, Ana Fontes and Márcia Velho; by Professor access portal, in which the knowledge concerning equipment (digital blackboard, video monitor with Nicolas Maillard (RELINTER); the scholarship holder the ESP and EAP (initially reading and writing 52” or larger, microphones and cameras) that of Extension SEAD Vivian Lameira, the scholarship skills) is built and made available through different meets the acoustic and lighting requirements holder PIBIC CNPq Guilherme Vieceli; professor resources and tools online. The project analysis is comparable to a recording studio; a suffciently of IsF Fernanda Soldateli and Pedro Reis; and the developed collaboratively and from a survey about large anteroom to house an offce with four administrative scholarship holder of IsF, Bibiana profle, needs and preferences of our academic to fve bureaus/workstations, a printer and/or Finkler. community. Thus, the ESP and EAP are more multifunction devices on the network, cabinets accessible and can also be used in an integrated with doors and suspended folders fle. The University project is aligned with the manner to regular classes of English for Specifc development policies for the development of Purposes and on-site classes of EAP linked to the The operationalization of this space depends on: Distance Education (EAD) within the institution, Languages without Borders Program – English 1) the implementation of a development policy to which are disclosed in the notice of UFRGS EAD Language. effective action in approach between interagency 19 (2014) of SEAD.1 This notice is related to the and international cooperative working groups; support of projects linked to four lines of action: More specifcally, this project aims at developing 2) the implementation of use criteria based on (1) production of online courses; (2) research in and making available OAs and MOOCs in a very academic merit confrmation, translated in joint Distance Education; (3) construction of learning frst moment. OAs will deal with reading and writing efforts aimed at formalizing bilateral international objects; and (4) production of digital textbooks strategies of academic concern (abstracts, reviews agreements; 3) the involvement of trained and for mobile platforms. The thematic approach to and papers) and reading strategies of professional committed staff to meet the internal demands (of be adopted in this research, therefore, does not concern (E.g., Manuals, technical specifcations, the academic community) through formalization of belong to a single subject or area of knowledge. It is and reports). MOOCs will be developed for scientifc and technical cooperation agreements or interdisciplinary and transdisciplinary to the extent different knowledge areas of the University, from even the possible external demands (companies, that it seeks a solution to the problem described, priority areas defned by the institution. The choice public and private institutions) the advisory support from the articulation of elements from different of a hybrid model, which merge virtual and on-site for business initiatives focusing on foreign markets subjects, and enhancing cooperation, the free elements, is justifed in order to alleviate one of the and/or opportunity tourism. movement and dialogue of a feld of knowledge major problems ODL models, and which repeats, with others. More specifcally, the project runs for example, with MOOCs: dropout. It is important 5.8. FEDERAL UNIVERSITY through three different areas of knowledge, being to remember that the hybrid model is already in the interface between (i) Linguistics, Language used by MEC in the Languages without Borders OF RIO GRANDE DO SUL and Literature and Arts, (ii) Human Sciences, and Program, in which NucLi and the virtual element (UFRGS) (iii) Exact Sciences. is performed by the on-site element in courses offered at My English Online. - 8TH PLACE - The main goal of the project is the development of a technological object in the form of an online, UFRGS presented the project “IsFx - UFRGS: a portal of English for Specifc Purposes (ESP) and 1. Available at :< http://www.ufrgs.br/sead/editais/editais- English for Academic Purposes (EAP)”, represented ufrgs ead/edital 21 2015> Accessed on: November 8, 2015. 34 35 MINISTRY OF MINISTRY OF EDUCATION PLANNING