ResumoO Programa Inglês sem Fronteiras (agora Idiomas sem Fronteiras -IsF) é uma política pública que foi primeiramente pensada para oferecer cursos de inglês de modo a capacitar os estudantes elegíveis ao Ciência sem Fronteiras a estudarem em universidades estrangeiras. Entretanto, na prática, há um número de outras implicações, ou efeitos, que são visíveis para todos os seus participantes, sendo a formação de professores de língua inglesa umas das principais, pois grande parte dos professores bolsistas do Programa são alunos de licenciatura em Letras. Neste artigo, enfocamos o Núcleo de Língua Inglesa (NucLi) do IsF-UFRGS, do qual 12 professores foram submetidos a um questionário online feito através do Google Forms. Os dados, embora preliminares, mostram que o IsF apresenta-se como um palco para o desenvolvimento de professores com o potencial de integrar relexão teórica e prática a partir de experiências concretas vivenciadas no trabalho docente. Palavras chave: Inglês sem Fronteiras; Formação de Professores Abstract he English without Borders Program (now Languages without Borders) is a public policy irst thought to ofer English courses in order to enable Science without Borders eligible students to study in universities abroad. However, in practice, there are a number of other implications or efects, which are visible to all participants, being teachers' development one of them, since most of the teachers are undergraduate students pursuing a teaching degree in English. In this paper, we focus on the Language Center at the Federal University of Rio Grande do Sul, where 12 teachers underwent an online survey through Google Forms. he data, albeit integral to a preliminary study, show that the ISF can be regarded as an important stage for teachers' education integrating theory and practice based on concrete experiences.

In this paper, we present the status quo and challenges regarding the use of additional languages as a medium of instruction in Brazilian higher education. We begin by contextualizing the importance of the process of internationalization at home (IaH) and additional languages in higher education. Next, the teaching of additional languages in Brazil, which has been until very recently relegated to the private sector and accessible only to an elite, is introduced. We then provide an overview of the present state of affairs of English as a Medium of Instruction (EMI) in the country, which is still in its infancy. We move on to describe different ways in which language and content can be integrated in higher education, as well as how EMI can be introduced in disciplinary courses. We finish concluding that EMI can maximize the learning of academic English by Brazilian students and content instructors, as well as encourage a more international higher education and balanced academic mobility by allowing foreign students to study in Brazil while preserving and even increasing the international interest in the Portuguese language. In a country located in the periphery of knowledge production and dissemination, we understand that the adoption of EMI can potentially foster the inclusion of more Brazilians in the global academic and research scenario. It gives them access to the knowledge produced internationally and, at the same time, enables the research produced in the country to be disseminated globally.

RESUMOEste artigo discute codeswitching (alternância de códigos) em uma comunidade de prática gerada pelo programa Idiomas sem Fronteiras em uma grande universidade pública no sul do Brasil. O corpus apresentado neste artigo consiste em um quadro sinótico com a descrição de 15 eventos que envolvem pelo menos um professor de inglês assistente (English Teaching Assistant) e têm codeswitching como um componente característico, bem como a transcrição de um evento interacional prototípico em que codeswitching ocorre. Nossa interpretação dos dados sugere que (1) codeswitching é um recurso central nessas interações, e que (2) essas interações parecem culminar em: (a) professores bolsistas praticando e aprendendo a língua inglesa e cultura norteamericana com as ETAs, e (b) ETAs praticando e aprendendo a língua portuguesa e a cultura brasileira com os professores bolsistas. Além disso, codeswitching parece ser um estilo que demonstra pertencimento na comunidade.Palavras-chave: inglês como língua adicional; comunidades de prática; codeswitching. fulbright English teaching assistants: joint preparation of classroom activities and codeswitching in a practice community of the Languages without Borders Program ABSTRACTThis article discusses codeswitching in a community of practice generated by the Languages without Borders Program in a large public university in Southern Brazil. The corpus presented in this article consists of a synoptic chart with the description of 15 events involving at least one English Teaching Assistant (ETA) and has codeswitching as an integral feature, as well as the transcription ofone prototypical interactional event in which codeswitching happens. Ourinterpretation of the data suggests that (1) codeswitching is a central resource in these interactions, and that (2) these interactions seem to culminate in: (a) student teachers practicing and learning English and English-speaking culture from the ETAs, (b) ETAs practicing and learning Portuguese and Brazilian culture from the student teachers. In addition to that, codeswitching seems to be a style that demonstrates engagement in the community.

This research has investigated the stories of professional development of five student teachers who participate in a community of teachers of English as an Additional Language in a large research university in the south of Brazil. This community has emerged from the Languages without Borders Program (LwB) and has as its end goal teaching English to the university’s community – faculty, staff and, especially, students. The data was obtained through semistructured interviews with focal participants, who were asked to tell us their story of learning in the community. From the data, it is possible to interpret that participants have developed professionally in their trajectory in the Program through the engagement in a number of practices integral to the community.