Internationalization at Home, COIL and Intercomprehension

Abstract

This study aims to explore the concept, benefits, challenges and activities related to Internationalization at Home (IaH), defined as the integration of international/intercultural dimensions into the formal/informal curriculum in domestic learning environments (Beelen & Jones, 2015), as an alternative for more inclusive activities in higher education, within the process of internationalization. The study also offers a review of studies carried out mainly in Brazil by a Brazilian research group. Considering the importance of information and communication technologies (ICTs) in current practices of education and international exchange, this study explores possibilities of approaches such as COIL (Collaborative Online International Learning), allied with the Intercomprehension approach (IA) to suggest the development of more multilingual and inclusive activities, which foster IaH as an alternative to current and hegemonic internationalization practices. The paper concludes with some suggestions for the incorporation of such approaches, assuming that IaH should be prioritized in the internationalization agenda once it caters for a larger audience and, as such, is more inclusive and democratic.

Becoming Global at Home: An Analysis of Existing Cases and A Proposal for the Future of Internationalization at Home

“…According to authors such as Beelen and Jones (2015b), Guimarães et al (2019), Kim (2020), Mestenhauser (2011), Muñiz and Borg (2021), and Paige (2005) a limited percentage of students and faculty, only 10%, will ever study or participate in a mobility program. Thus, taking into account that universities are national institutional systems and their expected goal is to educate graduate students who are global citizens, interculturally competent, and capable of living and working in a peaceful and diverse society, then these HEIs need to educate and train the 90% of students who cannot afford to participate in mobility programs (De Wit, 2020;De Wit & Deca, 2020;Universities UK, 2021).…”

Addressing Power Imbalance in Telecollaboration to Promote Attitudes of Intercultural Competence

“…O principal componente da internacionalização em casa é a internacionalização do currículo, o que significa incorporar "uma dimensão internacional e intercultural na preparação, entrega e resultados de um programa de estudos" (LEASK, 2009, p. 209) para ajudar os alunos a desenvolver perspectivas internacionais e interculturais como profissionais globais. Guimarães et al (2019) recentemente consultaram o Google Scholar para identificar padrões no uso da "internacionalização em casa" ou "internationalization at home" ou "ensino superior" ou "higher education" nos últimos dez anos. MOUSTEN, 2008;MOUSTEN et al, 2010) e UNIcollaboration (O'DOWD, 2018).…”

“…O presente estudo baseia-se em críticas à ideia do falante nativo como provedor ideal de normas (COOK, 1999;SEIDLHOFER, 2001;JENKINS, 2006;VERZELLA 2017;2019) e à ideologia do falante nativo (RAMPTON, 1990;KRAMSCH, 1997;CANAGARAJAH, 2007;PENNYCOOK, 2007) para apresentar a interação falada ou escrita em uma língua franca como uma situação comunicativa que requer que todos os tipos de falantes ajustem seu uso da linguagem e estratégias retóricas para negociar a construção de significado. Em muitas situações de contato, "é um dever ético do locutor proficiente abraçar práticas de comunicação hospitaleiras que façam novatos, estrangeiros e leigos se sentirem bemvindos e respeitados em um novo ambiente social" (VERZELLA, 2019, p. 10).…”

Integrating COIL in teacher training: An estimation of learners´ motivational attitudes

“…Moreover, it provides them with a series of attributes, qualities and capabilities that enable them to overcome the challenges of living and working in contemporary societies; it helps them grow as global citizens and professionals (Beelen et al, 2021). According to Guimarães et al (2019), technologies can support learning practices in the form of hybrid approaches such as COIL to promote global digital citizenship.…”

“…As a consequence, it can be considered a learning paradigm rather than a mere "technological platform" (Rubin, 2017). Hildeblando Júnior and Finardi (2018) and Guimarães et al (2019) believe that to foster an ecology of knowledge and languages internationalization of higher education is needed, and that more multilingual perspectives such as COIL should be implemented. They also advocate more multilingual, ecological, equitable and meaningful interactions across EU institutions, in order to exchange knowledge.…”