A emergência da capacitação de professores em Content and Language Integrated Learning (CLIL) e English as Medium of Instruction (EMI) para a internacionalização do Ensino Superior
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Data
2023-01-06
Autores
Juliani, Lívia de Mattos
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Com o aumento da demanda e da importância da língua inglesa no comércio, na internet e especialmente na ciência, a presença do idioma em ambientes universitários tornou-se inevitável, em especial como pré-requisito para ingresso em programas de pós-graduação. O uso de tal proficiência exigida não é sempre claro, uma vez que ao exigirem o nível B1 do QECR do aluno, como em alguns editais, este já é capaz de usar a língua de forma independente, podendo argumentar ideias relacionadas à sua área de pesquisa, inclusive. Consequentemente, com tal proficiência, programas de internacionalização que já estão inseridos nas universidades brasileiras, como o CAPES-PrInt e o Brazilian Virtual Exchange (BRaVE) podem ser amplamente utilizados. Porém, para que a internacionalização ocorra de forma ampla e adequada, é essencial que docentes interessados na internacionalização e em ensinar disciplinas de suas especialidades em língua estrangeira se capacitem para tal. Tendo em vista a possibilidade de oferta de disciplinas em língua estrangeira, duas abordagens se mostram relevantes: Content and Language Integrated Learning (CLIL) e English as Medium of Instruction (EMI). A presente pesquisa teve como objetivo descobrir as dificuldades enfrentadas pelos docentes que atuam em programas de pós-graduação da Unesp para que ministrem disciplinas em língua inglesa. Com os resultados obtidos, pôde-se identificar, além dos desafios, a preferência por uma abordagem ou outra e qual seria a mais adequada, refletindo sobre as respostas dos docentes, para o desenvolvimento posterior de um curso que os capacite em CLIL e EMI, permitindo que escolham a abordagem mais adequada à realidade de sua sala de aula e colaborando para a internacionalização do Ensino Superior.
Considering the increase in demand and the importance of English in commerce, internet and especially science, the presence of the language in universities has become inevitable, especially as an entry requirement in post-graduation programmes. The usage of such required proficiency is not always clear, once required from the student the B1 CEFR level, as in some editals, they can use the language independently, being able to argue ideas related to the field of their research. As a result, with such proficiency internationalisation programmes that are already functioning in Brazilian universities, such as CAPES-PrInt and the Brazilian Virtual Exchange (BRaVE) can be widely used. However, in order that the internationalisation occurs widely and adequately, it is essential that professors interested in internationalising and teaching subjects of their specialties in foreign language go through trainment. Taking into consideration the possibility of offering subjects in foreign language, two approaches seem relevant: Content and Language Integrated Learning (CLIL) and English as Medium of Instruction (EMI). The present research aimed at discovering the difficulties faced by professors who teach classes in post-graduation programs in Unesp to teach in English. Analysing the obtained results, it was possible to identify, besides the challenges faces, their preference for one approach or another and which would be the most adequate, reflecting over the professors’ responses, in order to posteriorly develop a course that trains them in CLIL and EMI, allowing them to choose the most appropriate approach according to the reality of their classroom and collaborating for the internationalisation of Higher Education
Considering the increase in demand and the importance of English in commerce, internet and especially science, the presence of the language in universities has become inevitable, especially as an entry requirement in post-graduation programmes. The usage of such required proficiency is not always clear, once required from the student the B1 CEFR level, as in some editals, they can use the language independently, being able to argue ideas related to the field of their research. As a result, with such proficiency internationalisation programmes that are already functioning in Brazilian universities, such as CAPES-PrInt and the Brazilian Virtual Exchange (BRaVE) can be widely used. However, in order that the internationalisation occurs widely and adequately, it is essential that professors interested in internationalising and teaching subjects of their specialties in foreign language go through trainment. Taking into consideration the possibility of offering subjects in foreign language, two approaches seem relevant: Content and Language Integrated Learning (CLIL) and English as Medium of Instruction (EMI). The present research aimed at discovering the difficulties faced by professors who teach classes in post-graduation programs in Unesp to teach in English. Analysing the obtained results, it was possible to identify, besides the challenges faces, their preference for one approach or another and which would be the most adequate, reflecting over the professors’ responses, in order to posteriorly develop a course that trains them in CLIL and EMI, allowing them to choose the most appropriate approach according to the reality of their classroom and collaborating for the internationalisation of Higher Education
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Palavras-chave
CLIL, EMI, Internacionalização, Internationalisation