A FORMAÇÃO DE FUTUROS PROFESSORES DE LINGUA INGLESA NO CONTEXTO DA INTERNACIONALIZAÇÃO NA UNIVERSIDADE FEDERAL DO SUL E SUDESTE DO PARA: O PAPEL DA ABORDAGEM TRANSLINGUISTICA

THE TRAINING OF FUTURE ENGLISH LANGUAGE TEACHERS IN THE CONTEXT OF INTERNATIONALIZATION AT THE FEDERAL UNIVERSITY OF THE SOUTH AND SOUTHEAST OF PARA: THE ROLE OF THE TRANSLINGUISTIC APPROACH

Abstract

This article's main objective is to discuss the relationship between the internationalization policy of Brazilian higher education institutions (HEIs) and the concept of translanguaging. In Brazil, there is still the illusion of monolingualism and this fallacy needs to be deconstructed so that a policy of promoting Brazilian universities as World Class Universities (Turner, 2014) can be achieved based on a concept of language as something fluid, with poorly defined margins. The development of bilingual speakers who can act autonomously in the target language needs to consider breaking the paradigm of language as being a code without permeability. With this, the main objectives were: to verify how the internationalization policy of the Federal University of South and Southeast of Pará when dealing with language teaching and; how the concept of translanguaging proposes working with language in the classroom. To develop this analysis, we used official documents and authors such as (Canagarajah,2013; Garcia & Wei, 2014; Santos,2017, among others) for a deeper understanding of the concept of translanguaging and its practical application in the classroom. Taking into account the document analyzed and the insights offered by the authors, we conclude that there is no indication in the official texts regarding the implementation of guidelines for the teaching of foreign languages ​​that consider a vision more aligned with the most recent understandings about the teaching-learning of foreign languages. languages.