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Questão FC689015

You are tasked with proposing reforms that align the university's practices to advance Internationalization at Home (IaH). Therefore, which strategic action should be prioritized t

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Instituto AOCP · 2025

The university currently requires a standardized test (like TOEFL ITP) for student exchange eligibility, despite the academic critique (as seen in the texts) that such tests focus on “standard written English grammar” and operate based on a 'tacit acceptance of colonial models' by upholding the native/non-native binary.

 

You are tasked with proposing reforms that align the university's practices to advance Internationalization at Home (IaH). Therefore, which strategic action should be prioritized to replace the current standard assessment and genuinely align the university’s proficiency evaluation with Translingualism and a critical, decolonial internationalization?

  1. Implement an institutional proficiency test designed by the EAP (English for Academic Purposes) department that focuses on assessing students' ability to construct meaning and use diverse linguistic/semiotic resources (translingual practices) in academic tasks.
  2. Adopt the TOEFL ITP results but develop a parallel curriculum where students debate the test's colonial nature, separating the political critique from the official administrative procedure.
  3. Eliminate English proficiency assessments for international mobility, arguing that any test inevitably perpetuates the native/non-native binary, thus ensuring a fully decolonial process.
  4. Impose that faculty members who teach EMI (English Medium of Instruction) courses undergo training to exclusively correct all student errors back to standard native grammar (UK/US), thereby elevating the quality of local communication.
  5. Replace the TOEFL ITP with an assessment focused on the acquisition of heritage languages (e.g., Italian, German), arguing that linguistic diversification automatically solves the problem of English hegemony.
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Comentário do professor

Implementar uma prova institucional elaborada pelo EAP é estratégico porque transfere a avaliação para o contexto local e pedagógico, alinhando-a aos objetivos de Internationalization at Home e ao translingualismo.

Em vez de medir correção gramatical padronizada, a prova deve avaliar a capacidade dos alunos de construir sentido em tarefas acadêmicas reais, mobilizando recursos linguísticos e semióticos diversos. Isso promove equidade ao reconhecer variações legítimas de uso e romper com a dicotomia nativo/non‑native.

Para garantir validade e confiança, o EAP deve criar rubricas centradas em desempenho comunicativo, formar avaliadores, pilotar instrumentos e revisar ciclos de melhoria. Assim a política de proficiência passa a ser pedagógica, contextualizada e decolonial.

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