Abstract
It is evident that there is no language better than other, however English seems to be necessary if people want to dialogue and take part in the global knowledge and civilization. This article has the aim to discuss about having English as a Medium of Instruction (EMI) in Higher Education, when there are implications about learning and teaching English in all Brazilian Education. For this, the methodology of this study is qualitative, considering publications in this thematic and focusing on debate considering two subtitles: Higher Education teaching in English as Medium of Instruction (EMI) - learnings and challenges; and, when the university internationalisation is affected by implications in all Brazilian Education. In this way, the debate has to be set up in all levels of Brazilian education because the English language knowledge taught at Brazilian Basic Education does not fit to the students’ needs when they are going to Brazilian universities to have disciplines mediated through English. It is necessary to study, in future investigations, if people from Brazilian institutions are really assuming the internationalisation and if this situation brings more quality and learning possibilities to all Brazilian education.
Highlights
Despite the economic recession, Brazil has developed socially and economically, especially in the last three decades
There was a significant improvement in the qualification of Brazilian Higher Education Institutions, which made them more adjusted to global standards and requirements
Internationalisation was included in the context of the development achieved in Higher Education, which does involve the relation among countries, but the relation among cultures in all world (Hans de Wit, Fiona Hunter, Laura Howard, 2015); internationalisation that is one of the criteria in Brazilian universities evaluation
Summary
Brazil has developed socially and economically, especially in the last three decades. In Brazil, the government and private initiative seeks to invest in the perspective of internationalisation and academic mobility since the 1950s, when was created the financing units for bilateral projects among different countries in the world, such as the Coordination for Continuing Development of Higher Education Personnel (Coordenação de Aperfeiçoamento de Pessoal de Nível Superior/CAPES) and the National Council of Scientific and Technologic Development (Conselho Nacional de Desenvolvimento Científico e Tecnológico/CNPq) In this way was created the Brazilian Scientific Mobility Program (Programa Ciências sem Fronteiras), which was formed from joint actions (Brazilian Ministries, including the Ministry of Education and Culture/Ministério da Educação e Cultura - MEC). If one of the challenges is internationalisation, the other is to understand the value of English as a language of global communication (Crystal, 2003), to recognize this language as a mediator and mobilizer to promote teaching and learning qualification carried out in Brazil and the possible internationalisation of Brazilian Education
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