Gabriel B . Amorim
Pós-Doutorado em andamento na Universidade de São Paulo (USP), sob a supervisão de Prof. Dr. Daniel de Mello Ferraz. Doutor em estudos linguísticos (2020) pela Universidade Federal do Espírito Santo, com pesquisa na área da internacionalização e da avaliação. Mestre em línguas estrangeiras, TESOL, (2010) e graduação em Letras-Inglês pela Universidade Federal do Espírito Santo (2005). Tem experiência na área de ensino de língua inglesa como língua estrangeira e segunda língua tanto no Brasil como nos EUA. É professor adjunto do Departamento de Línguas Estrangeiras (DELE) na Faculdade de Letras da Universidade Federal de Goiás (UFG). Sua área de pesquisa é a internacionalização do ensino superior no Brasil, mais especificamente na avaliação do processo de internacionalização no país. Além disso, tem interesse pela área da Lingüística, com ênfase em Lingüística Aplicada, metodologias de ensino de língua estrangeira, formação de professores, criação de material didático, e avaliação.
Supervisors: Kyria Rebeca Neiva de Lima Finardi , Cynthia Chalupa, and Daniel de Mello Ferraz
Supervisors: Kyria Rebeca Neiva de Lima Finardi , Cynthia Chalupa, and Daniel de Mello Ferraz
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of discussions regarding this process. A critical view of language (s) guided by language policies which reflect the intercultural relations of the global and the local context is paramount for a sustainable and more horizontal internationali- zation process of higher education. The reflection on the interface between culture and identity in relation to language is important insomuch as one shapes the other.
In a world of super-diversity (Vertovec, Ethnic and Racial Studies.
30:1024–1054, 2007) with an increase in the flows of information, people, goods, and languages, the development of competences to deal with such diversity is essential to establish sustainable academic relations. In this scenario of mutual exchanges, languages play a key role, since they express ideologies and beliefs that represent conflict between local and global values. The conflicts afforded by languages, in turn, affect the formation of identities in modern times, replacing old identities by new ones, thus fragmenting the modern individual (Hall, A identidade em questão. In: A identidade cultural na pós-modernidade. DP&A Editora, Rio de Janeiro, pp. 7–22, 2006) in a more hybrid and complex world (Mendes & Finardi, Education and Linguistics Research 4:45–64, 2018). This chapter aims to reflect on the connection between cultural studies and the internationalization of higher education institutions (HEIs) in general and the role of languages and language policies in that process in particular. So as to achieve this goal, a review and discussion of literature is offered, critically addressing the importance of cultural studies and intercultural competences for dealing with the complexity of modern times, in terms of the internationalization of higher education.
KEYWORDS: Cultural studies · Hybridism · Internationalization · Higher education ·Languages · Intercultural competence
and staff, and to make a meaningful contribution to society (de Wit et al. 2015; based on definition by Knight 2004, 2012). Internationalization has been a prolific subject of discussion (Knight, 1994; European Parliament, 2015; Beelen & Jones, 2015; Hudzik, 2011; Andreotti et al, 2016), but only recently in Brazil it became part of the agenda of higher education. The
present chapter aims to reflect upon glocal aspects of
internationalization and language policies by offering a meta-analysis of studies carried out between 2014-2018 by a research group of
the Federal University of Espírito Santo (UFES), Brazil. Preliminary results of this meta- analysis suggest progress in the internationalization process in that context, in the period investigated. Lately, the research group shifted its focus and produced a multilevel assessment
matrix for the internationalization process of Brazilian HE institutions taking into account principles for a more glocal, sustainable, and comprehensible internationalization process.
Keywords: Internationalization in Brazil; language policies; assessment; a glocal proposal; meta-analysis.
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of discussions regarding this process. A critical view of language (s) guided by language policies which reflect the intercultural relations of the global and the local context is paramount for a sustainable and more horizontal internationali- zation process of higher education. The reflection on the interface between culture and identity in relation to language is important insomuch as one shapes the other.
In a world of super-diversity (Vertovec, Ethnic and Racial Studies.
30:1024–1054, 2007) with an increase in the flows of information, people, goods, and languages, the development of competences to deal with such diversity is essential to establish sustainable academic relations. In this scenario of mutual exchanges, languages play a key role, since they express ideologies and beliefs that represent conflict between local and global values. The conflicts afforded by languages, in turn, affect the formation of identities in modern times, replacing old identities by new ones, thus fragmenting the modern individual (Hall, A identidade em questão. In: A identidade cultural na pós-modernidade. DP&A Editora, Rio de Janeiro, pp. 7–22, 2006) in a more hybrid and complex world (Mendes & Finardi, Education and Linguistics Research 4:45–64, 2018). This chapter aims to reflect on the connection between cultural studies and the internationalization of higher education institutions (HEIs) in general and the role of languages and language policies in that process in particular. So as to achieve this goal, a review and discussion of literature is offered, critically addressing the importance of cultural studies and intercultural competences for dealing with the complexity of modern times, in terms of the internationalization of higher education.
KEYWORDS: Cultural studies · Hybridism · Internationalization · Higher education ·Languages · Intercultural competence
and staff, and to make a meaningful contribution to society (de Wit et al. 2015; based on definition by Knight 2004, 2012). Internationalization has been a prolific subject of discussion (Knight, 1994; European Parliament, 2015; Beelen & Jones, 2015; Hudzik, 2011; Andreotti et al, 2016), but only recently in Brazil it became part of the agenda of higher education. The
present chapter aims to reflect upon glocal aspects of
internationalization and language policies by offering a meta-analysis of studies carried out between 2014-2018 by a research group of
the Federal University of Espírito Santo (UFES), Brazil. Preliminary results of this meta- analysis suggest progress in the internationalization process in that context, in the period investigated. Lately, the research group shifted its focus and produced a multilevel assessment
matrix for the internationalization process of Brazilian HE institutions taking into account principles for a more glocal, sustainable, and comprehensible internationalization process.
Keywords: Internationalization in Brazil; language policies; assessment; a glocal proposal; meta-analysis.