Practices of English Medium Instruction in Brazil: a mixed-method analysis

This paper is part of a larger research project (Baumvol, 2018) which investigates the use of the English language in academic practices (publications, presentations in academic events, international research collaborations, and instruction) carried out by professors working in Brazilian higher education institutions (HEI). While English as a Medium of Instruction (EMI) is a widespread growing phenomenon in many countries where English is not the official language, a recent report (Gimenez et al, 2018) shows that EMI is in an infant stage in Brazil. In spite of the current situation, there is a push for introducing some EMI courses as a way to foster the internationalization process in the universities. In Brazilian HEI, professors enjoy a great deal of autonomy, being, many times up to them to choose the language of instruction. In this context it becomes necessary to know their point of view towards this phenomenon. This paper refers to professors' perceptions of the use of EMI in their practices. Data were collected between May and October 2017, through an online questionnaire with open and closed questions sent to over 30,000 professors from all regions in Brazil. A total of 5,119 responses were collected. Respondents were classified into the eight fields of knowledge as defined by Brazilian funding agencies so as to compare the different perspectives regarding use of language. The closed compulsory question referred to the main motivation for (not) having instruction in English and respondents were asked to select as many answers as they agreed with. Improving Brazilian students' English language proficiency level was chosen as the main reason for having instruction in English (64%) and attracting foreign students came in second (55%). The answers from the open question were codified according to categories that emerged in the coding process (Saldaña, 2009). This question asked participants to suggest ways to increase (or not) the number of courses in English. There were over 3,000 responses which were coded into the following categories: providing English language training for students and professors; implementing courses on teaching methods for professors; granting incentives and institutional support for professors, and decreasing resistance within the academic community. Answers were then compared among the eight fields of knowledge. Results show that most professors regard EMI as a way to enhance students' English language proficiency.