TABLE 1
Thematic cluster from the Journalistic Sphere: news about international proficiency tests
EXCERPT1<Educational Sphere: Interview with LC coordinator 1 >
At first, the courses were totally geared towards the TOEFL test. So it was very, very, very specific; our courses were really targeted, hence the development of specific skills for the test, oral skills, written skills. I had a specific TOEFL preparation course. [...] As the profile of the students changed, we were also adapting our courses to this new profile. In fact, students are no longer interested in taking the TOEFL test. [...] So we offer a TOEFL prep class and sometimes this course is not even offered. And we were then checking what the students wanted and then we offered it. We now offer, for example, teaching English through movies and songs. It is a course that has an immense demand because we can approach a multitude of themes working with music and movies, current themes, more comprehensive themes. We then work with intercultural issues, with various things. [...] Although it is not the students’ will, so to speak, to take the TOEFL test. The academic writing course is also .... Then we can have one course like this in each course offer too, not more than that.
EXCERPT 2 < Journalistic Sphere - Sala de Imprensa10: Capes President presents data from the CsF in a seminar related to the area of health >
With the aim of developing English language fluency as a preparation for applications to Science without Borders, the Capes President highlighted the English without Borders program, which gives students the opportunity to study the language free of charge, in online courses, My English Online was developed by the educational sector of National Geographic Learning, in partnership with Cengage Learning, as well as in classroom courses.
EXCERPT 3<Journalistic Sphere - Estadão17: Graduate Applicants enjoy the benefit of TOEFL tests free of charge>
Graduate Applicants enjoy the benefit of TOEFL tests free of charge
EXCERPT 4 <Educational Sphere: interview with LC coordinator 2 >
Their needs are those of who studied English in high school in a public institution12, a large majority, who did not have a parallel or private language course in their education process due to economic reasons, so they come with a rather large language deficiency in English, which discourages them, for example, from attempting the exchange program opportunities [...]
TABLE 2
Thematic cluster from the Journalistic Sphere: News about the support offered to LwBE
EXCERPT 5 < Educational Sphere - Course name: Intercultural communication in English Language: “phrasal verbs”, idiomatic expressions and slangs
Course syllabus: A study on phrasal verbs, focusing on the 25 most common phrasal verbs in the English language, idiomatic expressions and useful slangs for intercultural communication. Emphasis on oral and spontaneous use of new phrases in discussions and conversation activities.
EXCERPT 6<Educational Sphere: Interview with LC coordinator 1>
So for example, we prepared short courses of 16 hours, two courses that we offer ... is “Getting to Know [NAME OF A CITY]”. Then getting to know the city of [NAME OF A CITY] in English. The course was a success. We had about 70 students on the waiting list. And it was really, really interesting. Doing all this work of going out, knowing, researching the history of the place. So they loved it, the students are not from [NAME OF A CITY], they come from different parts of Brazil. They loved to know the city and do all this work, all this knowledge in the English language. They felt really good that the ETAs helped, they strolled, so we walked the streets of [NAME OF A CITY] talking in English and getting to know our culture. It was really interesting.
EXCERPT 7<Educational Sphere: Interview with LC coordinator 3>
Today, Science without Borders is subordinate to the Ministry of Science and Technology, and Languages without Borders is subordinated to the Ministry of Education with the Secretariat of Higher Education, SeSu. Nowadays, these programs are totally separated, independent, but one was born from the other. In fact, LwB came to linguistically instrumentalize SwB candidates who would go abroad.
EXCERPT 8 <Educational Sphere: Interview with LC Coordinator 1>
In the beginning there was a specific goal of participating in the Science without Borders program. But it’s been a long time, a year, a year and a half, more….that their goal is simply to improve English itself. To develop the English language, with no specific purpose of going on exchange.
EXCERPT 9 <Journalistic Sphere: Sala de Imprensa4 - Students from public universities will receive a language enhancement program>
The Education Minister, Aloizio Mercadante, always emphasizes the importance of teaching languages, especially English. “English has established itself as the language of international sciences ....”
EXCERPT 10<Educational Sphere: Interview with , LC coordinator 4>
I think one of the main issues is that we can have the English language for global communication purposes [...] during the classes we try to make it very clear that the student needs English for the world [...]
EXCERPT 11<Educational Sphere: Interview with LC coordinator 5>
I think this is always an issue, because we usually have students who are familiar with certain language registers, some speak American English and British English, but what we try to deconstruct and tell them is that English, nowadays, is a universal language.
EXCERPT 12<Educational Sphere: Interview with LC coordinator 1>
It’s something we’ve been studying, reading read about. That there is not only one type of English, one specific language, there is English as a lingua franca, the English of each country. This is something that we discuss...
EXCERPT 13 <Educational Sphere: Interview with LC Coordinator 3>
[...] we have been trying to raise awareness in the academic community about the importance of the English language because there are many radical views towards English, “no, it is the language of the Yankees, no, [NAME OF A UNIVERSITY] is Latin America ...” This issue is delicate here at [NAME OF A UNIVERSITY], it is even very specific. So I’ve already had, for example, I’ve already received a message from international relations students, for example, “Why is it English? Not another language?” We have to try to explain “look, English, because English was the first language to be developed in the program “[...] And try to explain. It is improving, there are still a lot of barriers to English, but it is already improving. [...]No... the presence of English at [NAME OF A UNIVERSITY] will not exclude Spanish, nor Portuguese, or the indigenous languages, we will add English to [NAME OF A UNIVERSITY]. Bilingualism continues, Portuguese, Spanish, indigenous languages continue, but English is also important. Raising awareness about these issues is not easy, but it is working well in a short time[...] We are disseminating the news about TOEFL, about the LC, and they are beginning to accept, and then the students begin to enroll in the course, they like it and then they call their colleagues and the one who was a little resistant starts to go and sees that it is not quite like that. That English is not only the language of the colonizer and the colonized also speaks English, so we have to explain it all. That’s it, it’s deconstruction.
Source: Adapted from