Abstract
<p><em>The study is based on the assumption that knowledge of English is an important factor in the internationalization of higher education and that the English without Borders program has positively affected the overall level of proficiency in English as well as internationalization levels in Brazil. So as to verify this hypothesis, the study analyzed the interface between English proficiency levels measured with the TOEFL ITP test and internationalization scores measured in terms of rankings in a federal university in Brazil. Results of the study suggest that during the period analyzed these two variables remained stable, thus confirming the hypothesis raised.</em><em></em></p>
Highlights
As discussed in Finardi and Guimarães (2017) and elsewhere (Archanjo, 2016, Finardi, Santos, & Guimarães, 2016; Jenkins, 2013) globalization has affected and been affected by migration, academic mobility and is sometimes viewed as a synonym to internationalization of higher education (Shin & Teichler, 2014), defined as the process of integrating an international, intercultural or global dimension in the mission, function or product of higher education (Knight, 2008)
One of the theses that this study aims to advance is that the English without Borders (EwB) program, part of the LwB, is perhaps one of the most important language policies proposed in Brazil having affected the overall level of proficiency in English as well as internationalization levels in that country
So as to verify whether the English without Borders (EwB) program in general and the TOEFL ITP test in particular have positively affected the overall level of proficiency in English as well as internationalization levels at a given institution, a study was carried out at a federal university (UFES) where previous studies had suggested that the level of English proficiency of its academic community impacted its internationalization levels (Amorim & Finardi, 2017, Finardi & Ortiz, 2015; Finardi, Santos, & Guimarães, 2016, Kawachi, Amorim, & Finardi, 2017)
Summary
As discussed in Finardi and Guimarães (2017) and elsewhere (Archanjo, 2016, Finardi, Santos, & Guimarães, 2016; Jenkins, 2013) globalization has affected and been affected by migration, academic mobility and is sometimes viewed as a synonym to internationalization of higher education (Shin & Teichler, 2014), defined as the process of integrating an international, intercultural or global dimension in the mission, function or product of higher education (Knight, 2008). In the multilingual scenario stimulated by academic mobility, globalization and internationalization of higher education, the teaching of foreign languages (L2) in general and of English in particular play an important role in the 1) maintenance of national cohesion and international peace Santos and Guimarães (2016) claim that the improvement in proficiency levels in English in Brazil faces several challenges among which is the role of English in Brazilian language policies (e.g., Finardi & Prebianca, 2014; Pinheiro & Finardi, 2014; Porcino & Finardi, 2014; Finardi, 2016). One of the theses that this study aims to advance is that the English without Borders (EwB) program, part of the LwB, is perhaps one of the most important language policies proposed in Brazil having affected the overall level of proficiency in English as well as internationalization levels in that country. Considering the fact that many countries are facing the pressure to internationalize their higher education institutions, we think that the discussion offered here regarding the interface between foreign languages in general and English in particular in the process of internationalization of higher education may serve other contexts where English is not the official language
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