Internacionalização = EMI? evidências do inglês na Ufes

Abstract

This study aims to reflect on the role of foreign/additional languages (L2) in the process of internationalization of higher education. To this end, the study analyzes the role of L2 in general and English in particular in the process of internationalization at UFES. More specifically, the study seeks evidence of the role of L2 and English in the process of internationalization at UFES by analyzing data from the university in relation to its offer of courses reported in the Guide EMI 2018-2019, triangulating it with data from the self-declared L2 proficiency in the curriculum lattes of professors of postgraduate programs (PPGs) in that institution. The theoretical framework includes decolonial views in relation to the process of internationalization and Bourdieu’s notion of capital theory in relation to the role of L2 in this process. The literature review includes studies mainly on the role of L2 in the process of internationalization in Brazil and at UFES. The methodology is mixed (DÖRNYEI, 2007), triangulating quantitative and qualitative data of the offer of UFES reported in the Guide EMI 2018-2019 with self-reported L2 proficiency data in the curriculum lattes of 1,156 PPG professors of that university. The analysis of the data suggests that English has a hegemonic role in the internationalization process in general and at UFES in particular. Since other L2 possibilities have been found in that institution, the study suggests alternative language policies (GUIMARÃES, 2020) to stimulate multilingualism and a more critical internationalization in that context