Resumo A produção acadêmica latino-americana é analisada em relação à sua visibilidade, internacionalização e ecologia de saberes e de línguas nesse processo. Ferramentas bibliométricas foram utilizadas para formar um corpus de 2.939 estudos da base de dados Scopus entre 2010-2019, analisados em duas dimensões: a dimensão input/editorial, e a dimensão output/epistemológica, focando em três aspectos: (1) evolução por ano e país; (2) línguas e periódicos mais usados; e (3) colaborações internacionais. Os resultados da dimensão epistemológica mostraram maior colaboração com os autores do Norte Global, especialmente com a Espanha, os Estados Unidos e a Inglaterra (no caso do México e do Chile) e de Portugal (no caso do Brasil). Em relação à evolução quantitativa, observou-se um crescimento constante da produção latino-americana com o Brasil ocupando a primeira posição. O espanhol predominou como idioma de publicação, embora se observe uma tendência para o inglês no segundo quinquênio analisado, superando inclusive o português. Tomados em conjunto, os resultados do estudo sugerem que os padrões de produção acadêmica na América Latina não apresentam uma ecologia de saberes e de línguas.

Abstract The Latin American academic production is analyzed relating to its visibility, internationalization, and the ecology of knowledges and languages. Bibliometric tools were used to form a corpus of 2,939 studies in the Scopus database between 2010-2019, analyzed in two dimensions: the output/editorial dimension, and the input/epistemological dimension, focusing on three aspects: (1) evolution per year and per country; (2) most used languages and journals; and (3) international collaborations. The results of the epistemological dimension showed a greater collaboration with authors from the Global North, especially with Spain, the United States and England (in the case of Mexico and Chile) and Portugal (in the case of Brazil). Regarding the quantitative evolution, a steady growth was observed in Latin America, with Brazil occupying the first position. Spanish predominated as the language of publication, although a trend towards English was observed in the second five-year period analyzed, surpassing Portuguese. Taken together, the results of the study suggest that the patterns of academic production in Latin America do not show an ecology of knowledges and languages.

Resumen Se analiza la producción académica latinoamericana en relación a su visibilidad, internacionalización y ecología de saberes y lenguas. Se utilizaron herramientas bibliométricas para conformar un corpus de 2.939 estudios en la base de datos Scopus entre 2010-2019, analizados en dos dimensiones: la dimensión input/editorial, y la dimensión output/epistemológica, centrándose en tres aspectos: (1) evolución por año y país; (2) idiomas y revistas más utilizados; y (3) colaboraciones internacionales. Los resultados de la dimensión epistemológica mostraron una mayor colaboración con autores del Norte Global, especialmente con España, Estados Unidos e Inglaterra (en el caso de México y Chile) y Portugal (en el caso de Brasil). En cuanto a la evolución cuantitativa, se observó un crecimiento sostenido en América Latina, ocupando Brasil la primera posición. Predominó el español como idioma de publicación, aunque en el segundo quinquenio analizado se observó una tendencia hacia el inglés, superando al portugués. En conjunto, los resultados del estudio sugieren que los patrones de producción académica en América Latina no muestran una ecología de saberes y lenguas.

Abstract This study aims to discuss some possibilities of adopting digital resources for using English as an additional language (EAL) in the process of internationalization of higher education. The literature review includes approaches such as COIL, MOOCs and EMI used globally, and is contrasted with local evidence of the adoption of digital resources and EAL use in a Brazilian university. The study used a bibliographic research methodology, combined with a literature review, to discuss digital resources as part of approaches for using EAL in internationalization, contrasting with local evidence in the university investigated. Results of the study suggest that the use of digital resources is necessary to promote a more comprehensive process of EAL use in higher education internationalization. The conclusion indicates that a combination of digital resources and alternative approaches can foster language use for internationalization in higher education institutions.

ABSTRACT This study aimed at discussing the Intercomprehension Approach (IA) as an opportunity to promote the French language in the context of internationalization of Brazilian universities, considering recent reforms in education (in general) and in language teaching (in particular) which hinder the teaching, learning and use of languages which are not English, in Brazil. In order to achieve this goal, the author used bibliographic research to find studies on foreign languages and internationalization, as well as documental research to find texts related to educational reforms and language policies in Brazil, which influence the use of French. One concludes that innovative approaches are necessary, such as IA, to promote the teaching of French (and other languages) in university settings, with the support of information and communication technologies (ICTs), in order to promote a more diversified and multilingual higher education.

RÉSUMÉ Cette étude vise à examiner l'approche d'intercompréhension (AI) comme une occasion de promouvoir la langue française dans le contexte de l'internationalisation des universités brésiliennes, compte tenu des réformes récentes en matière d'éducation (en général) et d'enseignement des langues (en particulier) qui entravent l'enseignement, l'apprentissage et l'utilisation de langues autres que l'anglais au Brésil. À cette fin, l'auteur a effectué une recherche bibliographique pour identifier les rapports entre les études de langues étrangères et internationalisation, ainsi qu'une recherche documentaire pour identifier les textes relatifs aux réformes éducatives et politiques linguistiques au Brésil qui affectent l'utilisation du français. Il est conclu que des approches innovantes telles que l'AI sont nécessaires pour promouvoir l'enseignement du français (et d'autres langues) en milieu universitaire, avec le support des technologies de l'information et de la communication (TICs), en faveur d'un enseignement supérieur plus diversifié et multilingue.

Abstract The objective of this study is to discuss the adoption of English as a Medium of Instruction (EMI) in the Brazilian and Flemish contexts, considering the influence of globalization and internationalization on the languages in higher education. To reach this goal, a bibliographic research1 was carried out, in order to analyze documents related to language teaching/learning, including books, journals, government documents, official websites and reports from international organizations. Data from these sources were categorized according to the country of origin and EMI approaches. Recurring themes were identified using different genres of documents, in order to establish connections between official documents (such as legal ones) and practices described in research published in journal articles and book chapters, looking for connections between theory and practice. Information collected comprised the data retrieved in Brazil and in Flanders, used to generate discussions around challenges and opportunities for adopting EMI in these contexts. The study concludes that actions such as the creation of local support units (for languages) at universities are necessary to overcome the challenges identified in the preparation and implementation of EMI courses in those contexts.

RESUMO O artigo reflete sobre a relação entre a internacionalização da educação e as políticas linguísticas no Brasil. Para tanto, faz-se uma revisão de literatura de políticas linguísticas e de internacionalização, concretizadas em programas como o Ciências sem Fronteiras (SwB) e o Idiomas sem Fronteiras (LwB). A análise de políticas de internacionalização sugere que as políticas linguísticas estão no cerne da internacionalização, no que se refere ao papel do inglês, entretanto, o papel das outras línguas estrangeiras/adicionais (L2s) ainda parece desconectado da internacionalização e carece de maior sintonia com políticas linguísticas em todos os níveis educacionais. Os resultados da análise apontam para a importância de pensar o papel do ensino de L2s nos diferentes níveis educacionais e também no multilinguismo no Brasil e na internacionalização do ensino superior.

ABSTRACT The article reflects on the relationship between the internationalization of higher education and language policies in Brazil. The study provides a review of language policy literature and internationalization policies materialized in national programs, such as the Science without Borders (SwB) and the Languages without Borders (LwB). The analysis of internationalization policies suggests that language policies are at the core of the internationalization agenda, concerning the role of English in this process; however, the role of other foreign/additional languages (L2s) still seems to be disconnected, whereby other languages lack funding and alignment with solid language policies at all educational levels. The analysis of language policies reveals the need to think about the role of L2s at different educational levels as well as in multilingualism in Brazil and in the internationalization of higher education.

Resumo: Este artigo revisa os conceitos de interculturalidade e internacionalização do ensino superior, discutindo a relação existente entre eles e as línguas adicionais, tecendo algumas considerações sobre o uso de uma abordagem de ensino-aprendizado-uso de línguas adicionais conhecida como abordagem de intercompreensão. A revisão feita aqui conclui que a interculturalidade, a internacionalização e a abordagem de intercompreensão se relacionam na medida em que tanto a interculturalidade quanto a intercompreensão podem servir para mitigar efeitos negativos da internacionalização, tal como o fortalecimento da hegemonia do inglês como língua franca acadêmica.

Abstract: This paper paper reviews the concepts of interculturality and internationalization of higher education, discussing the relationship between them and additional languages, drawing on some considerations on the use of an approach for the teaching-learning-use of additional languages, known as the intercomprehension approach. The review offered here concludes that interculturality, internationalization and intercomprehension are related insomuch as the intercomprehension approach and interculturality can help to mitigate negative effects of internationalization, such as the strengthening of the hegemony of English as the academic lingua franca.