This paper aims to discuss the relationship between the evaluation of graduate courses and the internationalization of Brazilian higher education. To do so, this study reviews the ranking evaluation criteria and the role of foreign language in these processes. This study is bibliographic and documental and discusses the tensions and implications that exist and underpin the evaluation of graduate courses and the internationalization of higher education. In general, this study shows that the criteria for evaluating higher education used in international rankings do not reflect the reality of Brazil and they do not evaluate our institutions favorably. Concerning the role of foreign language in higher education evaluation and internationalization, the study shows that English plays a key and decisive role in this evaluation.

This study departs from the assumption that speaking an L2 is a complex cognitive ability (FORTKAMP, 2000) whose execution seems to involve tradeoff effects among the different goals of speech production, mainly among fluency, accuracy and complexity (BYGATE, 1998, 1999, 2001b; FOSTER e SKEHAN, 1996; SKEHAN e FOSTER, 1995, 2001; SKEHAN, 1998). Bygate (2001b) studied the effects of task familiarity on L2 speech performance. He found that in repeating a narrative task there were gains in terms of complexity of speech and these gains were achieved at the cost of a loss especially in accuracy. The present study investigated whether the results reported in Bygate (2001b) would be similar in the case of a repetition of a picture description task. According to Robinson (2001), a description is less complex than a narrative task. Four measures of speech performance were calculated following Fortkamp (2000): fluency, accuracy, complexity and lexical density. Results indicate gains in complexity and these gains seem to have been paid, especially by gains in accuracy, thus corroborating Bygate´s (2001b) findings for this task condition.

This study reports on the design, implementation and analysis of a task cycle(Ske han, 1998) comprising two grammar exercises, a focused task (Ellis,2003) and a communicative task administered to 47 EFL learners in 10intact classes in Brazil. Results suggest that focused tasks may help learnersautomatize specific linguistic forms, freeing up cognitive resources to focus onmeaning, thus fostering the acquisition of complex linguistic structures in L2.Results are discussed in terms of psycholinguistic accounts of skill buildingwhich view the acquisition of language as the automatization of processeswhich develop out of controlled processes (McLaughlin & Heredia, 1996).

Abstract: The study investigates possibilities and limitations of the course My English Online (MEO) for the inverted classroom format. Two hundred and eighty-nine Brazilian federal university students evaluated MEO software in terms of usability features. Three participants were interviewed for data triangulation. Results of the study suggest that users with more experience are more sensitive to aspects of human-computer interaction than less experienced ones, particularly when the criteria of Flexibility, User Experience, Informational Density and Feedback are considered. In addition, findings also show that the speaking and writing skills are the most difficult to develop in MEO course. The study concludes that, in order to overcome limitations in MEO, especially in terms of the Feedback criterion, the software can and should be used in the flipped classroom format.

O presente artigo propõe uma reflexão crítica sobre o papel da tecnologia e do inglês como língua internacional na educação e inclusão social analisando possibilidades de ferramentas tecnológicas educacionais existentes no mercado atual para a democratização da educação em geral e para o acesso à informação e o ensino e aprendizado de inglês especificamente. Para tanto, o estudo faz uma breve revisão de literatura sobre conceitos de aprender e ensinar em geral e no âmbito do inglês como língua estrangeira a fim de analisar possibilidades de metodologias híbridas de ensino para o aprendizado de língua estrangeira e algumas ferramentas tecnológicas da internet.

The paper describes results of a study whose main aim was to analyze the role of English in the internationalization process of the University of Geneva in particular and in Switzerland in general, drawing some considerations regarding possible lessons for the Brazilian scenario in regards to the development of multilingualism.The theoretical background includes the review of the role of languages in general and of English in particular in the globalized scenario and the review of a language teaching approach, the intercomprehension approach, with some implications for the teaching of foreign languages in Brazil. The study concludes with some considerations regarding the role of English in Brazil and some suggestions to boost multilingualism there through the review of language policies and the use of the intercomprehension approach. 

The study proposes a matrix of (self)evaluation of the process of internationalization of higher education institutions piloted in a Brazilian federal university. The matrix comprises 86 indicators, distributed in the three pillars of the university, namely, Teaching, Research and Outreach dimensions analyzed in relation to Language Policy, Academic Mobility and Internationalization at Home, suggesting three possible classifications: Internationalized, Engaged and Emerging. The analysis of the matrix suggests that it represents a relevant contribution to the (self)evaluation of Brazilian higher education institutions as a unified instrument for (self)evaluation of internationalization.

RESUMO A internacionalização da educação tem recebido diferentes definições e abordagens entre os países, instituições de ensino superior (IES) e demais agentes (KNIGHT, 2003; 2004). Alguns autores, entretanto, têm identificado certos "equívocos" (DE WIT, 2011) e "mitos" (KNIGHT, 2011) quanto às concepções que perpassam a ideia de internacionalização da educação, apontando possíveis riscos e consequências indesejáveis desse processo. Por essa razão, torna-se urgente discutir criticamente as diferentes definições que a internacionalização pode assumir (AZEVEDO, 2014), em especial as perspectivas dos sujeitos praticantes (CERTEAU, 2009) do currículo, objetivo principal deste estudo. A presente pesquisa buscou trazer as concepções de atores sociais do processo de internacionalização das IES, a saber, os servidores da Rede Federal de Educação Profissional, Científica e Tecnológica (RFEPCT), acerca do conceito de internacionalização, em diálogo com as concepções de estudiosos da área. Para tanto, um questionário semiestruturado foi aplicado a servidores da RFEPCT com diferentes cargos e funções, representando, na medida do possível, as cinco regiões geográficas do Brasil. O estudo também contou com uma revisão de literatura dos principais modelos teóricos desenvolvidos e do debate sobre o processo de internacionalização das IES a partir de uma base crítica. Os dados oriundos dos questionários foram analisados qualitativamente, e a discussão é apresentada em diálogo com os estudos sobre internacionalização.