English language teaching for critical internationalization
analysis of experiences within LwB-UFS
DOI:
https://doi.org/10.47456/cl.v16i33.37570Keywords:
Critical internationalization, English language teaching, Languages without BordersAbstract
Considering the relation between internationalization and globalization and the predominance of neoliberal interests, authors such as Brandenburg and de Wit (2011) and Knight (2014) have advocated for changes in the definition of the term. Internationalization, when practiced as a neutral response to global demands can contribute to the continuity of colonial patterns. Therefore, efforts towards a critical internationalization are important, especially concerning English language teaching in this context. This work, in this sense, aims to analyze three English courses developed at the LwB nuclei located at the Federal University of Sergipe (UFS), which were offered in 2020, under the perspective of critical internationalization. To this end, the courses were organized into two groups: one focused on orality (oral comprehension and production), with focus on the theme, the local/global concern, the proposed reflections, and the focus of each class; and another of linguistic varieties, considering the variety and the proposed reflections. This is a qualitative study characterized as action research. Its results indicate actions towards a critical English language teaching, with the dominance of a perspective of internationalization for global solidarity, given that the search for the identification and the resolution of problems was recurrent. Aspects to be (re)thought in teaching practice in this context also emerged.
Downloads
References
ANDREOTTI, V. de O. et al. Mapping interpretations of decolonization in the context of higher education. Decolonization: Indigeneity, Education & Society, [S.l.], v. 4, n. 1, p. 21-40, 2015.
ASSOCIAÇÃO NACIONAL DOS DIRIGENTES DAS INSTITUIÇÕES FEDERAIS DE ENSINO SUPERIOR. Resolução do Conselho Pleno da Andifes nº1/2019, de 12 de novembro de 2019. Cria na estrutura da associação nacional dos dirigentes das instituições federais de ensino superior (ANDIFES), a da rede ANDIFES nacional de especialistas em língua estrangeira – Idiomas sem Fronteiras, denominada Rede ANDIFES IsF. Brasília, DF, 2019.
BRANDENBURG, U.; DE WIT, H. The End of Internationalization. International higher education, [S.l.], n. 62, p. 15-17, 2011.
BERNARDINO-COSTA, J.; GROSFOGUEL, R. Decolonialidade e perspectiva negra. Revista Sociedade e Estado, [S.l.], v. 31, n. 1, p. 15-24, 2016.
BRASIL. Ministério da Educação. Decreto nº 7.642, de 13 de dezembro 2011. Programa Ciência sem Fronteiras. Diário Oficial da União: seção 1: Poder Executivo, Brasília, p. 7, 14 dez. 2011. Disponível em: http://www.planalto.gov.br/ccivil_03/_Ato2011-2014/2011/Decreto/D7642.htm. Acesso em: 28 jul. 2020.
BRASIL. Ministério da Educação. Secretaria da Educação Superior. Portaria nº 1.466, de 18 de dezembro de 2012. Institui o Programa Inglês sem Fronteiras. Diário Oficial da União: seção 1: Poder Executivo, Brasília, p. 28-29, 19 dez. 2012. Disponível em: http://isf.mec.gov.br/images/pdf/portaria_normativa_1466_2012.pdf. Acesso em: 03 nov. 2019.
BRASIL. Ministério da Educação. Secretaria da Educação Superior. Portaria nº 973, de 14 de novembro 2014. Institui o Programa Idiomas sem Fronteiras e dá outras Providências. Diário Oficial da União: seção 1: Poder Executivo, Brasília, p. 11-12, 17 nov. 2014. Disponível em: http://isf.mec.gov.br/ingles/images/pdf/novembro/Portaria_973_Idiomas_sem_Fronteiras.pdf. Acesso em: 03 nov. 2021.
BRASIL. Ministério da Educação. Portaria n° 30, de 26 de janeiro de 2016. Amplia o Programa Idiomas sem Fronteiras. Diário Oficial da União: seção 1: Poder Executivo, Brasília, p. 18-19, 28 jan. 2016. Disponível em: http://isf.mec.gov.br/images/2016/janeiro/Portaria_n_30_de_26_de_janeiro_de_2016_DOU.pdf. Acesso em: 19 mai. 2021.
BUCKNER, E.; STEIN, S. What Counts as Internationalization? Deconstructing the Internationalization Imperative. Journal of Studies in International Education, v. 24, n. 2, p. 151–166, 2020.
BURMAN, A. Places to Think with, Books to Think About: Words, Experience and the Decolonization of Knowledge in the Bolivian Andes. Human Architecture: journal of the sociology of self-knowledge, [S.l.], v. 10, n. 1, p. 101–120.
BURNS, A. Action Research. In: PALTRIDGE, B.; PHAKITI, A. Research methods in applied linguistics: a practical resource. London: Bloomsbury Academic, an imprint of Bloomsbury Publishing Plc, 2015. p. 187-204.
CAJIGAS-ROTUNDO, J. C. La biocolonialidad del poder: Amazonía, biodiversidad y ecocapitalismo. In: CASTRO-GÓMEZ, S.; GROSFOGUEL, R. (eds.). El giro decolonial: reflexiones para una diversidad epistémica más allá del capitalismo global. Bogotá: Siglo del Hombre Editores, 2007. p. 169-193.
CASTRO-GÓMEZ, S. Decolonizar la universidad: la hybris del punto cero y el diálogo de saberes. In: CASTRO-GÓMEZ, S.; GROSFOGUEL, R. (eds.). El giro decolonial: reflexiones para una diversidad epistémica más allá del capitalismo global. Bogotá: Siglo del Hombre Editores, 2007. p. 63-77.
DE WIT, H.; HUNTER, F. The Future of Internationalization of Higher Education in Europe. International higher education, [S.l.], n. 83, p. 2-3, 2015.
FABRICIUS, A. H.; MORTENSEN, J.; HABERLAND, H. The lure of internationalization: paradoxical discourses of transnational student mobility, linguistic diversity and cross-cultural exchange. Higher Education, [S.l.], v. 73, n. 4, p. 577-595, 2017.
FREEMAN, D. Doing Teacher Research: from inquiry to understanding. Boston: Heinle Cencage Learning, 1998.
GARCÉS, F. Las políticas del conocimiento y la colonialidad lingüística y epistémica. In: CASTRO-GÓMEZ, S.; GROSFOGUEL, R. (eds.). El giro decolonial: reflexiones para una diversidad epistémica más allá del capitalismo global. Bogotá: Siglo del Hombre Editores, 2007. p. 63-77.
GROSFOGUEL, R. Descolonizando los universalismos occidentales: el pluri-versalismo transmoderno decolonial desde aimé césaire hasta los zapatistas. In: CASTRO-GÓMEZ, S.; GROSFOGUEL, R. (eds.). El giro decolonial: reflexiones para una diversidad epistémica más allá del capitalismo global. Bogotá: Siglo del Hombre Editores, 2007. p. 63-77.
JANKS, H. Grammar as a resource for critical literacy. In: JANKS, H. et al. Doing critical literacy: texts and activities for students and teachers. New York: Routledge, 2014. p. 75-89.
JORDÃO, C. M. Decolonizing identities: English for internationalization in a Brazilian university. Interfaces Brasil/Canadá, Canoas, v. 16, n. 1, p. 191–209, 2016.
JORDÃO, C. M.; MARTINEZ, J. Z. Wines, Bottles, Crises: A Decolonial Perspective on Brazilian Higher Education. Rev. Bras. Linguíst. Apl, Belo Horizonte, v. 21, n. 2, p. 577-604, 2021.
KNIGHT, J. Internationalization: elements and checkpoints. Ottawa: Canadian Bureau for International Education, 1994.
KNIGHT, J. Updating the definition of internationalization. International Higher Education, [S.l.], p. 2-3, 2003.
KNIGHT, J. Internationalization Remodeled: Definition, Approaches, and Rationales. Journal of Studies in International Education, [S.l.], v. 8, n. 1, p. 5-31, 2004.
HUDZIK, J. Comprehensive internationalization: from concept to action. Washington, DC: NAFSA Association of International Educators, 2011.
MALDONADO-TORRES, N. On the coloniality of being: Contributions to the development of a concept. Cultural Studies, [S.l.], v. 21, n. 2-3, p. 240-270, 2007.
MENEZES DE SOUZA, L. M. T. Theorizing the South(s). In: FINARDI, K. R. (org.). English in the South. Londrina: EDUEL, 2019. p. 7-24.
PHAKITI, A.; PALTRIDGE, B. Approaches and Methods in Applied Linguistics Research. In: PALTRIDGE, B.; PHAKITI, A. Research methods in applied linguistics: a practical resource. London: Bloomsbury Academic, an imprint of Bloomsbury Publishing Plc, 2015. p. 19-33.
ROCHA, C. H.; MACIEL, R. F. Internacionalização do ensino superior como prática local: implicações para práticas educativas. Interletras, [S.l.], v. 6, n. 24, p. 1-18, 2016-2017.
SOUSA SANTOS, B. de. Para além do pensamento abissal: das linhas globais a uma ecologia de saberes. Novos estudos, [S.l.], n. 79, p. 71-94, 2007.
STEIN, S. Critical internationalization studies at an impasse: making space for complexity, uncertainty, and complicity in a time of global challenges. Studies in Higher Education, [S.l.], p. 1771-1784, 2019.
STEIN, S.; SILVA, J. E. da. Challenges and complexities of decolonizing internationalization in a time of global crises. ETD - Educação Temática Digital, Campinas, v. 22, n. 3, p. 546-566, 2020.
Downloads
Published
Issue
Section
License
Copyright (c) 2022 Revista (Con)Textos Linguísticos
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors assign the copyright of the article to the publisher of Revista (Con)Textos Linguísticos (Graduate Program in Linguistics, Ufes), if the submission is accepted for publication. Responsibility for the content of articles rests exclusively with their authors. The full or partial submission of the text already published in this periodical to any other periodical is prohibited.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
