This article aims to present part of an investigation conducted in the Language Center of the Languages Without Borders Program (LwB) of an important public university in the south of Brazil. The research had the objective of analyzing the narratives produced by three English teachers linked to the LwB, starting from the following question: What factors most contributed to your professional development within the LwB context? For the generation of the data, semi-structured interviews were conducted through which the three teachers were encouraged to produce narratives about their education in the LwB context. The results of the analysis of the teachers" accounts suggest that pre-service teachers should prepare themselves for selfreflection and self-analysis, as it is impracticable to separate personal and professional dimensions. The narratives also point to the importance programs such as LwB, which put pre-service teachers in the classroom during their undergraduate years so that their professional development is based on concrete case discussions that aim at articulating theory and practice..

This article presents the design process of a task sequence produced for an English course of the Languages and Arts Program of the Federal University of Rio Grande do Sul. Having as its theme contemporary issues in cinema and literature, the sequence was developed around movie adaptations from the Cinderella tale. The tasks were designed from authentic texts with the final production proposed being a synopsis of a movie adaptation from a literary work. The produced tasks seek to create opportunities for both meaningful language use and broadening of students’ transit in social practices that happen in the target language.

As universidades brasileiras têm atentado às demandas linguísticas que emergemno contexto de internacionalização, buscando promover a qualificação da educação superior brasileira no cenário mundial. Nesse contexto, o objetivo deste artigo é analisar o papel das línguas adicionais através das ações voltadas para ou que culminam no processo de internacionalização da Universidade Federal do Rio Grande do Sul (UFRGS),à luz dos conceitos de Internacionalização, Internacionalização em Casa (IeC) e Políticas Linguísticas. Para tanto, são descritas ações desempenhadas na instituição que de alguma forma contribuem para a sua internacionalização. Como resultado, observamos que a internacionalização da UFRGS é um processo em contínua construção que contribui para a ampliação da participação no debate acadêmico internacional, na qualificação de sua comunidade acadêmica e na visibilidade da produção científica local.PALAVRAS-CHAVE: Internacionalização; Línguas Adicionais; Políticas Linguísticas; Internacionalização em Casa.