A critical look at the current state of internationalization efforts in Brazil, and their relation to language.

1. English and Internationalization
in Brazilian Higher Education:
Sinking or Swimming?
Prof. Dr. Ron Martinez
Departamento de Letras Estrangeiras Modernas

5. 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?

6. “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

10. 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.”

11. 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.”

13. “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

14. 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.”

15. 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)

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

17. 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.”

18. 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?

19. http://www.ucml.ac.uk/sites/default/files/shapingthef
uture/101/CIHE%20-%201111GlobalGradsFull.pdf

20. (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)

21. (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)

22. ‘Global
Competency’

23. 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)

24. 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?

25. Three Examples
1. Idiomas sem Fronteiras (IsF)
2. English for Research Publication
Purposes (ERPP)
3. English as Medium of Instruction (EMI)

26. Three Examples
1. Idiomas sem Fronteiras (IsF)
2. English for Research Publication
Purposes (ERPP)
3. English as Medium of Instruction (EMI)

28. Sample IsF course offering

29. 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
ronmartinez@ufpr.br

30. (Gazeta do Povo, 04/10/15)

31. International Rankings and Ratings

39. Recent case:

40. Isolated Efforts
1. Idiomas sem Fronteiras (IsF)
2. English for Research Publication
Purposes (ERPP)
3. English as Medium of Instruction (EMI)

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

43. Language (and mobility) focused
1. Idiomas sem Fronteiras (IsF)
2. English for Research Publication
Purposes (ERPP)
3. English as Medium of Instruction (EMI)

45. Still mobility-focused, language-
focused

46. (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)

47. (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)

48. 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)

49. Need a New Framework

50. 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?

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

52. http://www.bothell.washington.edu/globalinitia
tives/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.”

55. 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.”

57. 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?

58. New Opportunities

59. New Opportunities

60. New Respect

61. 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.”

62. Thank you
www.drronmartinez.com