english and internationalization in brazilian higher education

English and Internationalization in Brazilian Higher Education:

Sinking or Swimming?Prof. Dr. Ron Martinez

Departamento de Letras Estrangeiras Modernas

Questions to address today:

• What is “internationalization”?• Why should anyone care?• How is internationalization happening now in

Brazil?• What are some underexplored ways to

internationalize?• Why should teachers of English care?

“The term 'internationalisation', as applied to higher education, used to mean just ‘having lots of international students’. That definition has changed considerably, although it’s still often how it’s reflected in the university rankings. ”

• Sourc e: https://www.britishcouncil.org/voices-magazine/plan-internationalise-your-university

Jane Knight’s 2003 definition of ‘internationalization’:

“…the process of integrating an international, intercultural, or global dimension into the purpose, functions or delivery of postsecondary education.”

“Internationalization at Home”

“Internationalization at Home is the purposeful integration of international and intercultural dimensions into the formal and informal curriculum for all students, within domestic learning environments.” (Beelen & Jones, 2015)

Source: http://www.universityworldnews.com/article.php?story=20151202144353164

Jane Knight’s 2003 definition of ‘internationalization’:

“…the process of integrating an international, intercultural, or global dimension into the purpose, functions or delivery of postsecondary education.”

Internationalization at Home

“The definition stresses inclusion of international and intercultural aspects into curricula in a purposeful way. This implies that adding or infusing random internationalised elements or electives would be insufficient to internationalise a programme.” (Beleen & Jones, 2015)

http://www.europarl.europa.eu/RegData/etudes/STUD/2015/540370/IPOL_STU(2015)540370_EN.pdf

Hans de Wit & Fiona Hunter 2015 updated definition of ‘internationalization’:

“….the intentional process of integrating an international, intercultural or global dimension into the purpose, functions and delivery of post-secondary education, in order to enhance the quality of education and research for all students and staff, and to make a meaningful contribution to society.”

http://www.ucml.ac.uk/sites/default/files/shapingthefuture/101/CIHE%20-

%201111GlobalGradsFull.pdf

(From 12 leading employers who collectively represent over 3,500 graduate recruits ranked a list of global competencies by

order of importance using a 10 point scale)



“Relatively speaking, the four most important global competencies were: an ability to work collaboratively; communication (both speaking and listening); drive and resilience; and embracing multiple perspectives.” (p. 7)

‘Global Competency’

Webb, G. (2005) Internationalisation of curriculum: an institutional approach. In: Carroll, J. & Ryan, J. (eds) Teaching international students, improving

learning for all. London: Routledge.

“As part of their preparation to live and work in a globalizing world, graduates need increasingly well-developed lifelong learning skills and attitudes, including an international perspective. They need to interpret local problems within a wider and global framework and to judge the importance of global phenomena for their own lives and work. Internationalization of the curriculum therefore incorporates a range of values, including openness, tolerance and culturally inclusive behavior, which are necessary to ensure that cultural differences are heard and explored.” (Webb, 2005, p. 110)

Three Examples

1. Idiomas sem Fronteiras (IsF)2. English for Research Publication

Purposes (ERPP)3. English as Medium of Instruction (EMI)

Sample IsF course offering

Academic English: ERPP

• Scientific journal articles in English make up 95% of all publications in the Science Citation Index (Hyland, 2015);• Native speakers of English comprise

around 5% of the total global population (Crystal, 2006).

Prof. Dr. Ron Martinez [email protected]

(Gazeta do Povo, 04/10/15)

International Rankings and Ratings

Recent case:

Isolated Efforts



https://www.britishcouncil.org/education/ihe/knowledge-centre/global-landscape/report-shape-global-higher-education

Language (and mobility) focused



Still mobility-focused, language-focused



“Relatively speaking, the four most important global competencies were: an ability to work collaboratively; communication (both speaking and listening); drive and resilience; and embracing multiple perspectives.” (p. 7)

Webb, G. (2005) Internationalisation of curriculum: an institutional approach. In: Carroll, J. & Ryan, J. (eds) Teaching international students, improving

learning for all. London: Routledge.

“As part of their preparation to live and work in a globalizing world, graduates need increasingly well-developed lifelong learning skills and attitudes, including an international perspective. They need to interpret local problems within a wider and global framework and to judge the importance of global phenomena for their own lives and work. Internationalization of the curriculum therefore incorporates a range of values, including openness, tolerance and culturally inclusive behavior, which are necessary to ensure that cultural differences are heard and explored.” (Webb, 2005, p. 110)

Need a New Framework

EMI IsF

ERPP

Globally Networked Learning Environments (GNLE): the example of COIL

http://www.bothell.washington.edu/globalinitiatives/academic/coil-initiative

“COIL (Collaborative Online International Learning) is an approach to fostering global competence through development of a multicultural learning environment that links university classes in different countries. Using various communication technologies, students complete shared assignments and projects, with faculty members from each country co-teaching and managing coursework.”

http://coil.suny.edu/page/course-models

“Although instructors work closely with all students, in most cases students are enrolled, charged tuition, and awarded grades only at their home institution. This revenue-neutral model creates shared classrooms enhanced through collaborative coursework that provide an opportunity to reinvigorate curricula at campuses through integration of globally networked learning. Such courses convey deeper understanding of ideas and texts, while also providing students a venue in which to develop their cross-cultural competence, as well as their teamwork and problem solving skills. These initiatives also provide a valuable internationally-focused professional development opportunity for faculty and staff.”

New Opportunities

New Respect

Renewed Purpose

“….the intentional process of integrating an international, intercultural or global dimension into the purpose, functions and delivery of post-secondary education, in order to enhance the quality of education and research for all students and staff, and to make a meaningful contribution to society.”

Thank you

www.drronmartinez.com