<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2318-1982</journal-id>
<journal-title><![CDATA[Série-Estudos]]></journal-title>
<abbrev-journal-title><![CDATA[Sér.-Estud.]]></abbrev-journal-title>
<issn>2318-1982</issn>
<publisher>
<publisher-name><![CDATA[Universidade Católica Dom Bosco]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2318-19822020000200177</article-id>
<article-id pub-id-type="doi">10.20435/serie-estudos.v25i54.143</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Discipline of Teaching English as an International Language - D-TEIL: perspectives for language teacher education]]></article-title>
<article-title xml:lang="pt"><![CDATA[Discipline of Teaching English as an International Language - D-TEIL: perspectivas para a formação de professores de línguas]]></article-title>
<article-title xml:lang="es"><![CDATA[Discipline of Teaching English as an International Language - D-TEIL: perspectivas para una formación de profesores de lenguas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moura]]></surname>
<given-names><![CDATA[Gustavo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Morgan]]></surname>
<given-names><![CDATA[Brian]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,University of Manitoba  ]]></institution>
<addr-line><![CDATA[Winnipeg ]]></addr-line>
<country>Canada</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,York University Glendon College ]]></institution>
<addr-line><![CDATA[Toronto ]]></addr-line>
<country>Canada</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2020</year>
</pub-date>
<volume>25</volume>
<numero>54</numero>
<fpage>177</fpage>
<lpage>192</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2318-19822020000200177&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2318-19822020000200177&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2318-19822020000200177&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The role international practicum placements have in the professional development of language educators is a contentious issue, with not all researchers in agreement that international practica are necessarily natural, neutral, or beneficial, to borrow from Pennycook&#8217;s (2007, 2012, 2017) stance on English language teaching internationally. Scholars like Santoro (2007, 2009), for instance, have expressed concern that international practica constitute a little more than a form of educational tourism that is potentially exploitative of the host communities. However, some program developers and researchers acknowledge and prioritize the value-laden and sociopolitical nature of practice teaching abroad and strive to facilitate ethical and critical practices (MORGAN; MARTIN, 2014; MARTIN; MORGAN, 2015, 2019). For that reason, this paper critically analyzes crossing borders with reference to the D-TEIL certificate program. The outcomes of an international practicum experience suggest changes towards considering the multiplicity of knowledge and aim at developing strategies for language teacher education programs towards ethical practices.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O papel que os estágios internacionais têm no desenvolvimento profissional de professores de línguas é uma questão contenciosa, visto que nem todos os pesquisadores concordam que estágios internacionais são necessariamente naturais, neutros ou benéficos, de acordo com a posição de Pennycook (2007, 2012, 2017) em relação ao ensino de língua inglesa em contexto internacional. Pesquisadores como Santoro (2007, 2009), por exemplo, expressaram a preocupação de que estágios internacionais constituem uma forma de um turismo educacional que potencialmente explora comunidades anfitriãs. No entanto alguns outros desenvolvedores desses programas e também pesquisadores reconhecem e priorizam o valor e a natureza sociopolítica de se ensinar no exterior, assim como lutam para facilitar práticas éticas e críticas (MORGAN; MARTIN, 2014; MARTIN; MORGAN, 2015). Por essa razão, este artigo analisa criticamente o atravessar fronteiras com referência ao programa de certificação D-TEIL. Os resultados de uma experiência de estágio internacional sugerem mudanças para se considerar a multiplicidade de conhecimento e objetivam o desenvolvimento de estratégias para os programas de formação de professores de língua inglesa em direção a práticas éticas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El papel que tienen las prácticas internacionales en el desarrollo profesional de los educadores de idiomas es un tema polémico, ya que no todos los investigadores están de acuerdo de que las prácticas internacionales son necesariamente naturales, neutrales o beneficiosas, para tomar prestada la postura de Pennycook (2007, 2012, 2017) sobre la enseñanza de inglés a nivel internacional. Los académicos como Santoro (2007, 2009), por ejemplo, han expresado su preocupación de que la práctica internacional constituya un poco más que una forma de turismo educativo que es potencialmente explotador de las comunidades de acogida. Sin embargo, algunos desarrolladores e investigadores del programa reconocen y priorizan la naturaleza cargada de valor y sociopolítica de la práctica de la enseñanza en el extranjero y se esfuerzan por facilitar las prácticas éticas y críticas (MORGAN; MARTIN, 2014; MARTIN; MORGAN, 2015, 2019). Por esa razón, este documento analiza críticamente el cruce de fronteras con referencia al programa de certificado D-TEIL. Los resultados de una experiencia práctica internacional sugieren cambios para considerar la multiplicidad de conocimiento y apuntan al desarrollo de estrategias para programas de formación de profesores de idiomas hacia prácticas éticas.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[international practicum]]></kwd>
<kwd lng="en"><![CDATA[English language teaching]]></kwd>
<kwd lng="en"><![CDATA[ethical practices]]></kwd>
<kwd lng="pt"><![CDATA[estágio internacional]]></kwd>
<kwd lng="pt"><![CDATA[ensino de língua inglesa]]></kwd>
<kwd lng="pt"><![CDATA[práticas éticas]]></kwd>
<kwd lng="es"><![CDATA[pasantía internacional]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de lengua inglesa]]></kwd>
<kwd lng="es"><![CDATA[prácticas éticas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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