Abstract
ABSTRACT This paper presents the synthesis of a study on the English language ideologies (ELI) underlying the Federal Program entitled “Languages without Borders-English” (LwBE). The investigation draws on texts from the legal, educational, and journalistic spheres about the enactment of the Program. Using NVivo 11 software, these texts were stored and categorized in the light of the Policy Cycle Approach and Critical Discourse Analysis. The overlapping of six ELI - standard language, English language as a commodity, native-speakerism, instrumentalist, global language and linguistic imperialism - is conceived as a common trait of LwBE in discourses, displaying tensions between the ratification and the questioning of English hegemony in the language policy engendered by the Program, within the context of the internationalization of Brazilian higher education.
Highlights
The internationalization of higher education (IHE) combines policies and programs proposed by governments or educational institutions to enhance academic collaboration among countries (ALTBACH, 2006)
By the analysis presented above, it is possible to affirm that the “English as a commodity ideology” underlies the enactment of Languages without Borders-English” (LwBE) through tensions which pose language as goods or services; the providing of courses and free-of-charge tests allows for the possibility of challenging such an ideological construction in IHE in Brazil
The concise version of the study presented in this paper argues that LwBE is an LP permeated by six English language ideologies (ELI) – standard language, language as a commodity, native-speakerism, global language, instrumentalist, and linguistic imperialism – which converge in the tendency to position English as hegemonic in IHE in Brazil
Summary
The internationalization of higher education (IHE) combines policies and programs proposed by governments or educational institutions to enhance academic collaboration among countries (ALTBACH, 2006) It should entail international, intercultural, or global dimensions in its initiatives (KNIGHT, 2004), seeking to improve education and research, as well as increase investments for local and global development (JONES, 2013).. Especially in terms of research and development (SCHNEIDER, 2009) Such circumstances suggest the trend by which the integration of countries through globalization affects international trade, and changes “the basis of the world economy from industry to knowledge” Implications of the program’s ratification and English hegemony issues in LP are discussed
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