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The role(s) of English as an additional language and Portuguese as a foreign language in Brazil: insights from the analysis of language policies and internationalization programs

This paper reviews language policies and internationalization programs in Brazil to suggest that the role of English as an additional language in the Outgoing Student Mobility and the teaching of Portuguese as a foreign language in the Incoming Student Mobility must be reviewed so as to foster internationalization in that country. A discussion of terms usually linked to the status of the English language is provided in the study and includes, but is not limited to: English as an additional language, English as a second language, English as a foreign language, English as an international language, English as a global language, English as lingua franca and English as medium of instruction. The offer of "Portuguese as a Foreign Language" courses is also addressed in relation to the Brazilian internationalization agenda. The analysis of language policies for primary and secondary education in Brazil shows that English has the status of a foreign language in that context where schools can select any foreign language to teach, as long as they offer at least one foreign language after 5th grade. The analysis of language policies and internationalization programs, such as the Science Without Borders and the English Without Borders programs for higher education in Brazil, shows that English has the status of an international language in that context and that there must be more investments in the "Portuguese as a Foreign Language" courses. The analysis of the roles of English as an additional language in Brazil suggests that the gap between these two roles can be taken as a possible explanation for the low uptake of scholarships of the Science Without Borders internationalization program and a caveat for the Brazilian internationalization agenda, especially in relation to the Outgoing Student Mobility. Another implication of this perceived gap in the roles of English as an additional language is that private courses offering English classes abound in that country, creating a social gap between those who can afford to learn English there and those who cannot. Finally, the analysis of the offer of "Portuguese as a Foreign Language" courses suggests that more investment is needed to foster academic Incoming Student Mobility in Brazil. Given these divergent results in terms of the roles played by English as an additional language and Portuguese as a foreign language in Brazil, the study suggests an alignment in terms of language and internationalization policies across all levels of education.

Author(s):

Kyria Finardi    
UFES
Brazil

Felipe Guimarães    
UFES
Brazil