Internationalization and english language in a public institution

• Pereira, Ayla ^[1] ; Kobayashi, Eliana ^[1]
  1. [1] Instituto Federal de São Paulo - campus Suzano
• Localización: Independent Journal of Management & Production, ISSN-e 2236-269X, Vol. 12, Nº. Extra 9, 2021 (Ejemplar dedicado a: Independent Journal of Management & Production (Special Edition IFLOG); s960-s962), págs. 794-811
• Idioma: inglés
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• Resumen

  • Internationalization is defined as an integration process of international, intercultural or global dimensions with educational purpose and offers. There are many dimensions of educational institutions internationalization from research partnership to international mobility. Among the several requirements for students to participate in exchanging programs promoted by international universities and organizations is English language proficiency. On the other hand the proficiency level requirements can vary according to the mobility programs which set the minimum English level. One example is the SAKURA Science High School Program promoted by the Japan Science and Technology Agency (JST) which selected science and technology students to participate in an exchanging program in Japan. In order to be selected, applicants needed to have B1 (CEFRR) as minimum English proficiency level. Thus this study aims to investigate if Brazilian students of an educational institution have such required level to successfully take part in mobility programs. The qualitative methodology of this research includes documents analysis - internationalization documents and English course program - and questionnaires to students and English teacher. The results show that students are expected to achieve B1 level by the end of high school according to the English subject program. However students believe that they do not have such level in speaking skill which would be one of the main skill in JST program. Most of them classify their level in A2. Furthermore the English teacher claims that although some students have already achieved B1 or even higher level the majority is at A2.Thus in order to allow more students to participate in mobility programs the institution should invest in extra-curricular English courses to increase study hours and focus more on developing speaking skills.