Abstract:

The paper reflects on the role of additional languages and technology in the internationalization of education in general and in Brazil in particular (for example Finardi; Ortiz, 2014; Finardi; Porcino, 2014; Porcino; Finardi, 2014). Based on the assumption that access to information and technology is necessary to build social capital (Warshauer, 2003) and that this access requires some knowledge of English and digital literacy (Finardi; Prebianca; Momm, 2013) the study reflects on the roles of additional languages and technologies in the internationalization of education in general and in the context of Brazil in particular. With that aim the study reviews educational and internationalization policies in Brazil in relation to the role of additional languages and technology. The review of educational policies in Brazil suggests that both the resistance to and the uncritical use of the English language and technology in education may bring negative consequences to the social development in that country, hindering the internationalization process. Based on the assumption that both the internet and the English language are vehicles of social inclusion and access to information and education online (Finardi, Prebianca, Momm, 2013) and that the access to information can be used to foster the development of a global citizenship and social capital (Warshauer, 2003), the study analyzes the number Massive Online Open Courses (MOOCS) available per area and per language. The study uses a mixed methods design (Dorney, 2007). Quantitative data includes the number of Massive Online Open Courses (MOOCS) available online per area and per language and qualitative data includes an analysis of possibilities and limitations of the MOOCS found in relation to language and area. Preliminary results of the study suggest that MOOCS represent a relevant tool to socialize education and drive social development fostering internationalization of education but that knowledge of the English language is required to have access to most of the benefits provided by MOOCS in countries such as Brazil. Given these findings the study suggests a change in educational policies in relation to the role of English in Brazil (Finardi, 2014) so as to optimize benefits of MOOCS in that country.

Keywords:

MOOCS, English, Technology, Education, Internationalization.