PARTNERS AND AXES OF INTEREST

I – INSTITUTION'S IDENTIFICATION

Institutional data

FEDERAL UNIVERSITY OF BAHIA, SALVADOR-BAHIA-BRAZIL
CNPJ: 15.180.714/0001-04
Rector: Prof. Dr. João Carlos Salles Pires da Silva

Local coordinator of the Chair

Dr. Edleise Mendes

Department of Vernacular Letters – DLV

Postgraduate Program in Language and Culture – PPGLinC

R. Barão de Jeremoabo, 147 – Ondina, Salvador – BA

Zip code: 40170-115

Phone: 55 71 991256557 / 71 3283-6237

edleise.mendes@gmail.com

edleise.mendes@ufba.br

Link to Academic Curriculum: http://lattes.cnpq.br/8721333294149349

Brief Institutional history: UFBA, the first university in Brazil

The Federal University of Bahia has a long history, dating back to the first half of the 19th century. Its activities began on February 18th, 1808, when the Prince Regent Dom João VI established the School of Surgery of Bahia, the first higher education course in Brazil. Still in the nineteenth century, he entered the courses of Pharmacy (1832) and Dentistry (1864), Academy of Fine Arts (1877), Law (1891) and Polytechnic (1896). In the 20th century, Isaías Alves created the Faculty of Philosophy, Sciences and Letters (1941). Officially established as the University of Bahia, on April 8th, 1946, its constitution encompassed isolated units of higher education that had already been established themselves in the state since the beginning of the 19th century.

At that time, following the growth of Brazil and the state of Bahia, UFBA has invested in the production of knowledge, mainly considering technological advances, sustainable development and solutions to major social problems. To this end, it has allocated large portions of resources for the training of professionals capable of acting in society in a competent way and contributing to scientific and technological progress, regional and national.

In this way, UFBA enters the 21st century aware of its academic and social mission and proposes, in its Institutional Development Plan, guidelines, objectives and goals for its areas of action, aiming to contribute more and more to the expansion of public higher education of quality in the state of Bahia and the production of knowledge through research, creation, innovation and extension.

The UFBA in numbers

The increase in the demand for higher education is confirmed by the evolution in the number
of applicants for the selection process. Since 2014, the vacancies have been offered by means
of the Unified Selection System (Sisu), run by the Ministry of Education (MEC), through which
public higher education institutions provide vacancies to candidates who have taken the High
School National Exam (Enem). It is noticeable that the number of vacancies increased by 69.3% in the last ten years, mainly after 2009, with the implementation of REUNI, especially with the increase in the number of evening session programs. The proportion of females among applicants was higher than the number of males, having reached in 2012, 55% of the total, 52% in 2014, and 51% in 20151.

The numbers of UFBA are significant, particularly when seen in a historical series. In 70 years,
approximately 105,000 students graduated, around 3,000 had their Doctorate degrees, and 12,000 had their Master’s degrees, making UFBA the most important Higher Education Institution in Bahia, both for its position in society, and its academic excellence.2

UFBA is the 10th Brazilian university in The Higher Education ranking, which evaluates 1,250 universities from 36 countries, and is the 30th best university in all of Latin America.

³Number of students: 204.188
Number of teachers: 2.827
Number of undergraduate courses: 105
Number of postgraduate Programs: 136

II – GENERAL LINE OF ACTION AND WORK AXES

The Institute of Letters of the Federal University of Bahia has a long history, marked by its excellence in the studies of Letters, since its courses were still part of the former Faculty of Philosophy, Sciences and Letters of Bahia, founded in 1941. From 1968, when it was dismembered from the old faculty, the Institute of Letters was notable for the studies developed, especially in the areas of historical and linguistic philology, producing great researchers who helped to highlight Bahia in the world.

Starting from the 90s, the Institute of Letters and, more specifically, its Graduate Program in Letters (PGLetBa) began to develop research expertise in other areas, such as Applied Linguistics, Discourse Analysis, Textual Linguistics, Languages in Contact, Sociolinguistics.

In addition, research was conducted on the different languages offered in the courses, such as Portuguese, English, Spanish, German, French and Italian, and the outcomes of this research could be seen in the training of teachers of these languages, not only in the city of Salvador, but all of Bahia.

At present, the current and reinvigorated Postgraduate Program in Language and Culture (PPGLinc) has in its lines of research an already consolidated tradition of attracting university professors and researchers from various parts of Brazil and the world. This Program became a relevant space of production of knowledge of quality for language education, at Masters and PhD levels, focusing on mother tongue and foreign languages, in contexts of diversity and linguistic contacts.

In this way, UFBA will contribute mainly to its tradition of producing research aimed at the study of languages, especially for language education, contributing to the production of knowledge in the areas of teaching, teacher education and production of materials and resources for the projection and promotion of languages, in multilingual contexts, including in the digital environment.

In addition, and according to the different lines of research that the Program covers today, the research and projects will work in all thematic axes of the Chair:

(1) Multilingualism and internationalization;
(2) Multilingualism and intercultural mediation;
(3) Multilingualism and language education;
(4) Multilingualism, translation and accessibility;
(5) Multilingualism, economy and linguistic rights;
(6) Multilingualism and information and communication technologies;
(7) Multilingualism, borders and diasporas. (See projects)

Departments and postgraduate programs involved

Department of Vernacular Letters – DLV
Department of German Letters – DLG
Department of Romanic Letters – DLR
Postgraduate Program in Language and Culture – PPGLinC

Researchers of the chair – Project coordinators

Prof. Dr. Edleise Mendes
Prof. Dr. Gilvan Müller de Oliveira
Prof. Dr. Maria Luísa Ortiz (UNB)
Prof. Dr. Lívia Radis Batista
Prof. Dr. Tânia Lobo
Prof. Dr. Sávio Siqueira

I – INSTITUTION'S IDENTIFICATION

Institutional data

Federal University of Roraima
CNPJ: 34.792.077/0001-63
Rector: Dr. Jefferson Fernandes do Nascimento

Local coordinator of the Chair:

Prof. Dr. Ananda Machado

Masters Program in Letters (PPGL-UFRR)
Territory Management Course (Insikiran Institute- UFRR)
Adress: Av. Cap. Ene Garcez, 2413 -Aeroporto- Boa Vista/RR
Zipcode: 69310-000
Tel.: + 55 95 991621995
+ 55 95 3621 3100
machado.ananda@gmail.com
ananda.machado@ufrr.br
https://wwws.cnpq.br/cvlattesweb/PKG_MENU.menu?f_cod=E55DB0E79120AF033E7D6A1A1B2A8A35

Institutional history:

The Federal University of Roraima (UFRR) was officially created by a Federal Law n. 7.364/85 after a first experience conducted by the “Advanced Campus of the Santa Maria University in Roraima” linked to the “Rodon Project” in the year of 1969. Since then, in its official 27 years of existence, the UFRR has formed about 6.000 students among graduates and undergraduates.
The university was the first one among other federal universities in Brazil to create a superior course for indigenous students in the year of 2003, with the Insikiran Institute of Superior Formation for Indigenous People. The Insikiran Institute offers 3 superior courses: Intercultural Licenciate for Indigenous Teaching; Territory Management and Collective Health Care Management Courses.
The UFRR Graduate Program in Letters was created in 2010 with the objective of consolidating the research in the area of Language and Regional Culture Studies, aiming to qualify human resources for teaching and research in order to meet the regional demands.

Number of students: 9.000
Number of teachers: 600
Number of undergraduate courses: 47 (26 bachelor's degrees, 20 undergraduate and 1 technological)
Number of postgraduate Programs: 13 masters and 4 doctorates

II – GENERAL LINE OF ACTION

The Chair is the possibility to enlarge the actions conducted by our team and gain more visibility in our projects besides the importance of sharing experience with other partners engaged in the same activities.

Among the lines of action the team of the UFRR will contribute mainly in the following:

Sociolinguistic Mapping of the Makushi and Wapishana languages as well as other minority languages of Roraima State, including Sign Languages;
Pedagogical material for Indigenous languages;
Formation of indigenous language teachers focusing in the indigenous communities teachers;
Counseling on language policies in the Municipalities with co-officialized indigenous languages;
Representations of cultural displacement in the Hispanic Amazonian and Caribbean literature
Extension programs for teaching Makushi and Wapishana languages;
Extension project: VI Encuentro de la Hispanidad: transnational looks
Extension project: II Meeting of Teachers and Interpreters of Indigenous Languages in Roraima

III – WORK AXES

(1) Multilingualism and internationalization
(2) Multilingualism and intercultural mediation
(3) Multilingualism and language education
(4) Multilingualism, translation and accessibility
(5) Multilingualism, economy and linguistics rights
(6) Multilingualism, information and communication technologies
(7) Multilingualism, borders and diasporas

The UFRR Chair team is made up of professionals from various fields (Geography, Anthropology, History and Linguistics), which gives a multidisciplinary character, fundamental for works with indigenous communities.
The current sociolinguistic situation of the indigenous peoples in Roraima still lacks several gaps. Questions such as number of speakers, context of use and established relations between languages, degree of proficiency and linguistic attitudes in relation to the relations of power established with non-indigenous society were little or nothing explored.
We intend, with our research projects, to propose policies for valuing and documenting indigenous languages ​​and cultures; to advise indigenous language co-official policies at the municipal level; promote technical, scientific and cultural events, seminars and exchanges; offer language and indigenous language extension courses to the community at large; to promote training, improvement and qualification courses for teachers of indigenous languages ​​who work in indigenous schools; provide services in the areas of indigenous languages ​​and cultures to communities; produce materials, information and communication technologies (ICT) and other didactic resources; to contribute to the reflection, elaboration and restructuring of the pedagogical projects of the indigenous schools interested in the promotion of bilingual education; provide academic papers, materials, technologies and other didactic resources for teachers of indigenous languages; to promote training courses for translators and interpreters in indigenous languages; offer postgraduate courses in indigenous cultures and languages.
The involvement of researchers, undergraduate and graduate students, teachers and indigenous communities will be fundamental for the development of projects that are part of the Chair's actions.

RESEARCHERS OF THE CHAIR – PROJECT COORDINATORS
Ananda Machado
Manoel Gomes dos Santos
Maria Bárbara de Magalhães Bethonico
Paulo Jeferson Pilar Araújo
Tatiana da Silva Capaverde
Zoraide da Silva Gonçalves dos Anjos Vieira

I – INSTITUTION'S IDENTIFICATION

Institutional data

UNIVERSITAS NEGERI MALANG, INDONESIA
CNPJ: 38742/Kab/1954
Rector: Prof. Dr. Ahmad Rofiuddin, M.Pd.

Local coordinator of the Chair:

Dr. Gatut Susanto, M.M., M.Pd.

Department of Indonesian literature, Faculty of Letters, Universitas Negeri Malang,
Jl. Semarang No. 5 Malang, Indonesia Zip code 65145
Office Phone: (62) 341-551312, 567475
Personal Cell Phone: (62) 818533491
Email: gatutus@yahoo.com, gatut.susanto.fs@um.ac.id

Brief Institutional history: Universitas Negeri Malang, Indonesia

The State University of Malang (Universitas Negeri Malang, hereafter abbreviated as UM), comes from the College of Teacher’s Education (Perguruan Tinggi Pendidikan Guru, or PTPG), which was inaugurated by the Minister of Education, Teaching and Culture, Prof. Mr. Muhammad Yamin, on October 18, 1954 based on the Decree No. 38742/Kab, September 1, 1954. Simultaneously, Prof. Sutan Adam Bakhtiar was commisioned as the first Rector of PTPG Malang.

The founding of another university in East Java, Universitas Airlangga (UNAIR) on November 10, 1954, brought about some important consequenses to the status of PTPG Malang. PTPG Malang merged with UNAIR and became one of its four faculties. In due time, PTPG Malang became the Faculty of Teacher Training and Education of UNAIR (Fakultas Keguruan dan Ilmu Pendidikan, or FKIP). In 1963, FKIP UNAIR was converted into an independent instution, namely the Institute of Teacher Training and Education, which became better known as IKIP Malang (Institute of Teacher Training and Education) .

The year 1999 marked yet another important change to the institution’s status, as IKIP Malang obtained a greater mandate and was transformed into the State University of Malang (Universitas Negeri Malang, or UM). Presently, UM has eight faculties: the Faculty of Education (FIP), Faculty of Letters (FS), Faculty of Mathematics and Natural Sciences (FMIPA), Faculty of Economics (FE), the Faculty of Engineering (FT), Faculty of Sport Science (FIK), Faculty of Social Sciences (FIS) and the Faculty of Psychology of Education (FPPsi). In addition, each faculty now has graduate programs.

II – GENERAL LINE OF ACTION AND WORK AXES

In view of UM’s vision, it is our interest to generate sustainable development for the people. Regarding the issue of multilingualism, UM will be contributing to enrich the knowledge about different multilingual contexts in Indonesia and implementing language policies and their implications. We also conduct relevant research to support UNESCO's language policies. The goal of this Chair is also congruent with the Indonesian government’s language policies on three main areas: preserving indigenous languages, strengthening Indonesian language, and acquiring foreign languages. UNESCO Chair is therefore responsible to give support accordingly in various ways to ensure the realization and socialization of these goals.

There are two research projects that we propose: preserving indigenous languages and internationalizing Indonesian language (Bahasa Indonesia). Having more than 700 indigenous languages, Indonesia is prone to numerous lingusitic issues. In fact, according to the National Language Development and Advising Board, 139 of the indeginous languages are listed as almost extinct. Among the efforts to be done are documenting and constructing dictionaries and textbooks on these languages. Currently, the board have composed 41 dictionaries on indeginous languages, leaving big opportunities for us to fill the gap. These dictionaries and textbooks will hopefully facilitate people to learn each other's language which will not only help in the pursuit of language conservation but also in promoting intercultural mediation and understanding. In regards to the internationalization of Bahasa Indonesia, UM has a well-established institution named BIPA (Bahasa Indonesia bagi Penutur Asing of Indonesian for Speaker of Other Languages or ISOL) that actively educate and promote Indonesian language and culture to people from various backgrounds. In improving and developing ISOL, dictionaries and textbooks tailored to students' native languages are also needed. So far, there are about 20 dictionaries available for Indonesian language and the number of textbooks for ISOL is very limited. Thus, mapping the needs for dictionaries and textbooks as well as constructing them for indigenous languages and ISOL are our main focuses.
Our proposed projects belong to the following but not limited to these three axes:
(1) Multilingualism and internationalization
(2) Multilingualism and intercultural mediation
(3) Multilingualism and language education

Departments that will be involved:

1) Office of Indonesian for Speakers of Other Languages (BIPA)
2) Department of Indonesian Literature, Faculty of Letters (FS),
3) Indonesian Language Education Study Program (Postgradute Program),
4) Research and Community Service Unit (Lembaga Penelitian dan Pengabdian kepada Masyarakat or LP2M), and
5) Balai Bahasa Jawa Timur (The language center of East Java, Indonesian Ministry of Education and Culture).

Researchers of the chair – Project coordinators

Dr. Gatut Susanto, M.M., M.Pd.
Prof. Dr. Joko Saryono, M.Pd.
Prof. Dr. Ahmad Rofiuddin, M.Pd.
Dr. Endah Tri Priyatni, M.Pd.
Prof. Dr. Nurul Murtadho, M.Pd.
Hero Patrianto, M.A.

I – INSTITUTION'S IDENTIFICATION

Institutional data

UNIVERSITY OF MACAU, MACAU SAR, RPC
Rector: Prof. Dr. Song Yonghua

Local coordinator of the Chair:

Dr. Roberval Teixeira e Silva

Department of Portuguese, Faculty of Arts and Humanities,
Build. E21-A, room 3079,
(853) 8822 8913
robts@um.edu.mo

Brief Institutional history:

The genesis of the University of Macau (UM) dates back to March 1981 when its predecessor, the private University of East Asia (UEA), was co-founded by Mr Wong King Keung, Mr Edward Woo Pak Hay, and Mr Peter Eng Yuk Lun, on a plot of land leased by the local government to Ricci Island West. The founding of UEA signified the beginning of modern higher education in Macao. In 1988, the Portuguese Macao government acquired UEA through the Macao Foundation and restructured the university. The mid-1990s was a time when UM developed rapidly. In 1997, undergraduate and master’s programmes gained recognition from the Ministry of Education of Portugal. New scholarships were introduced to attract more outstanding students. Ties with the local community were strengthened through collaboration agreements with local educational institutions as well as other public and private organisations on academic and research programmes. In 1999, before the handover of the sovereignty over Macao, UM already had 2,865 full-time students, among whom 539 were master’s and PhD students.
The year 2009 was an important milestone in UM’s history, because it was in this year that the National People’s Congress Standing Committee officially adopted a bill that proposed authorising the Macao SAR to exercise jurisdiction over the new UM campus located on Hengqin Island, Guangdong, upon the completion of its construction. At the new campus groundbreaking ceremony held on 20 December 2009, leaders from the central government and the Macao SAR government placed a greater historic mission on UM: to become a world-class university. The new campus was inaugurated in 2013. The relocation to the new campus was completed in 2014.
Through 37 years of development, the number of enrolled students at UM has increased to over 10,000 from several hundred when the university was first founded. The ratio of local students has increased to 80 percent from 39 percent thirty years ago. With equal emphasis on teaching and research, today’s UM is an excellent university that attracts outstanding students from around the world.

University of Macau in numbers:

The UM community currently consists of more than 10,414 students, including 7,141 undergraduates and 3,273 postgraduates. Through its various faculties and institutes, namely the Faculty of Arts and Humanities, the Faculty of Business Administration, the Faculty of Education, the Faculty of Health Sciences, the Faculty of Law, the Faculty of Social Sciences, the Faculty of Science and Technology, the Institute of Chinese Medical Sciences, the Institute of Applied Physics and Materials Engineering, the Institute of Collaborative Innovation, and Honours College, the university offers high-quality academic programmes at undergraduate and postgraduate levels that are distinctive and cover a variety of fields, including literature, language, business administration, marketing, accounting, finance, international integrated resort management, science, education, biomedical sciences, law, history, economics, psychology, sociology, communication, engineering, computer sciences, and Chinese medical sciences.
Adopting a credit system and a collegiate system, the university offers around 130 degree programmes at bachelor’s, master’s, and doctoral levels. English is the main medium of instruction. Some disciplines, such as English, Portuguese, Chinese, microelectronics, and Chinese medical sciences, enjoy a competitive advantage.
UM is committed to producing versatile and creative graduates with a global outlook, including bilingual language professionals proficient in Chinese and Portuguese, professionals in the Chinese history and culture, in data sciences, in innovation and entrepreneurship, in physics, chemistry, and biomedical sciences. UM attaches great importance to training high-calibre professionals. The UM Macao Talent Programme was launched precisely for this purpose—to promote the sustainable development of postgraduate education and international academic collaboration.

II – GENERAL LINE OF ACTION AND WORK AXES

The University of Macau is located in Macao Special Administrative Region of the People's Republic of China, a multilingual, multicultural environment where we can find individuals and communities from over Asia and over the world. In this sense, it has a privileged position to develop projects related to language policy and multilingualism.

The Axels of the world are changing, and Asia, especially China (including Macau), is assuming a very important role under the perspective of globalization. Therefore, languages and cultures from everywhere are interacting in a deep and intense way. It will be a strong contribution develop research projects dealing with this new and inescapable condition of the modern world.
As part of the BRICS and, especially, considering its geographical proximity to India and Russia and cultural proximity to Brazil, the projects develop by the UM research team can guarantee carry out studies in collaboration with other researchers in these countries.
The projects proposed by UM will deal with a set of contemporary issues in language, culture and society:
Language policy;
Migration and mobility;
Globalization and super-diversity;
Multilingualism and multiculturalism;
Intercultural interactions;
Acquisition of Languages.
These aspects are the focus of the Chair and highly significant for understanding Asian settings (especially Macau and China) and its relation to other worldwide contexts.

Departments and postgraduate programs involved
Department of Portuguese

Current projects and Researchers of the chair

a) Languages of Immigration in Macau: Mobility and Interculturality
a. Researchers:
i. Maria Jose Grosso (University of Macau)
ii, Roberval Teixeira e Silva (University of Macau)
AXES:
(1) Multilingualism and internationalization
(2) Multilingualism and intercultural mediation
(3) Multilingualism and language education (7) Multilingualism, borders and diasporas
b) Portuguese Language in Macau and China: a pluricentric language creating nets from the classroom to the sociocultural environment
a. Researchers:
i. Roberval Teixeira e Silva (University of Macau)
ii. Ricardo Moutinho da Silva (University of Macau)
iii. Qiaorong Yan (Silvia) (University of Macau/ Communication University of China )
iv. Gao Jingran (Joana) (University of Macau/ Communication University of China )
v. Shang Xue Jiao (Catarina) (University of Macau/ Guangdong University of Foreign Studies)
vi. Zhang Xiang (Rodrigo) (University of São Paulo)
AXES:
(2) Multilingualism and intercultural mediation
(3) Multilingualism and language education

c) Contact Languages in the Multilingual Context of Macau: processes of endangerment and (re)birth
a. Researcher:
i. Mario Pinharanda Nunes (University of Macau)
AXES:
(1) Multilingualism and internationalization
(2) Multilingualism and intercultural mediation
(3) Multilingualism and language education
d) Language policies for Portuguese in Asian Contexts: China and Macau
a. Researchers:
i. Roberval Teixeira e Silva (University of Macau)
ii. Inocencia Mata (University of Lisbon)
iii. Julio Reis Jatoba (University of Macau)
AXES:
(1) Multilingualism and internationalization
(2) Multilingualism and intercultural mediation
(3) Multilingualism and language education

I – INSTITUTION'S IDENTIFICATION

Institutional data

UNIVERSIDAD AUTÓNOMA METROPOLITANA UAM
Reg: UAM740101AR1
Rector General: Prof. Dr. Eduardo Abel PEÑALOSA CASTRO
Participating Campus:
Universidad Autónoma Metropolitana – Unidad Iztapalapa UAM-I
Rector: Prof. Dr. Rodrigo DÍAZ CRUZ
http://www.izt.uam.mx/
Department of Anthropology
Head: Prof. Dr. Laura VALLADARES DE LA CRUZ
http://dcsh.izt.uam.mx/departamentos/antropologia/

Local coordinator of the Chair:

Prof. Dr. Rainer Enrique HAMEL

Department of Anthropology
Avenida San Rafael Atlixco 186, Colonia Vicentina
Alcaldía Iztapalapa, Zip Code 09340, Mexico City
Phone + 52 55 5804 4600 ext 2616
hamel@xanum.uam.mx
www.hamel.com.mx

Brief Institutional History UAM

The Universidad Autónoma Metropolitana (UAM, Metropolitan Autonomous University) is one of two federal autonomous public universities in Mexico, together with UNAM. Over 90% of its annual budget is covered by the Federation and is assigned directly by the Federal Parliament.

UAM was founded in 1974 with the purpose of diversifying the academic offer in Mexico’s capital. Its present day five campuses spread over the megalopolis of over 22 million inhabitants which makes Mexico City one of the largest urban concentration of the world, with a super-diversity of ethnic and linguistic groups. Migrants from all 68 indigenous peoples, as well as members from over 50 immigrant communities populate the capital.

With a total of 3,072 lecturers-researchers and 58,000 enrolled students (2018), UAM offers 77 undergraduate and 75 graduate programmes in most areas of academic knowledge. In scientific research and in teaching quality, UAM ranges permanently among the 5 leading universities in the country.

The Iztapalapa Campus is located in an Eastern industrial area of Mexico City; it has 896 members of staff (faculty) and 15, 778 students. Within UAM this campus plays a leading role in research in the natural and social sciences, especially in physics, biology, engineering, philosophy and anthropology.

Its Department of Anthropology, with 27 full professors originating from 6 nations, approximately 400 undergraduate and 100 postgraduate students, was for many years the highest ranking department within all UAM campuses and has the reputation of being one of the leading institutions in its field in Latin America. At present, the department maintains over 40 international agreements with prominent academic institutions in different parts of the world. Its individual and collective research projects cover a wide range of topics in social anthropology and sociolinguistics whose research areas are located in Mexico, the USA, a number of Central and South American countries, including some comparative studies with European countries and China.
Its Postgraduate Programme in Anthropological Sciences (2-year Master degree and 4-year PhD degree) attracts students from all over Latin America, as well as from North America and some European countries. All students admitted to the Programme are granted full scholarships from Mexico’s National Council of Science and Technology.

II – GENERAL LINE OF ACTION

The participating Department of Anthropology at UAM-I builds on the research lines and collaborative action developed in its programmes and projects concerning:

1. Sociolinguistic research on bi and multilingualism, language policy, bilingual language development, curriculum design and teacher training in indigenous intercultural and bilingual education (Programme CIEIB).
2. Research, international networking and consulting work in the area of language policy in science and higher education (CES).

Thus, UAM-I cooperates with the network of the chair through:

1. The continuing research and teaching in the fields and projects outlined above.
2. The proposal of common projects within its own lines of expertise in plurilingualism and bilingual education, as well as language policies in science and higher education.
3. Exchange programmes including researchers, teachers and postgraduate students with the participating universities.
4. Interaction and joint theoretical and empirical elaboration in language policy and planning with the participating universities.
5. Organization of seminars and conferences both within and beyond the partner institutions.
6. Participation in joint efforts of raising financial support for common activities.

Courses in the Undergraduate Programme of Social Anthropology (B.A.) and the graduate Programme of Anthropological Sciences (M.A and PhD) will also be involved in the topics of the Chair.

III – WORK AXES

The UAM-I team will initially participate in the axes below which belong to its own areas of expertise. Depending on the dynamics of the Chair, it may be involved in other areas as well.

(1) Multilingualism and internationalization
(2) Multilingualism and intercultural mediation
(3) Multilingualism and language education
(5) Multilingualism, sustainability and development

The UAM team will be able to participate with the following research programmes and projects and traditions developed in the Department of Anthropology:

1. Programme “Comunidad Indígena y Educación Intercultural Bilingüe (CIEIB)” (Indigenous Community and Intercultural Bilingual Education). Since 1999.
Coordinator: Rainer Enrique Hamel

This programme develops basic and applied collaborative research with an interdisciplinary and inter-institutional team of applied, socio- and psycholinguists, pedagogues and anthropologists on indigenous intercultural and bilingual education in different areas of Mexico. It has also intervened in curriculum design and teacher training and it developed a full-fledged curriculum with its corresponding teaching instruments for P’urhepecha schools. It furthermore participates in language policy and planning and relates an active policy favouring mother tongue education and language maintenance education with language ecology and sustainability. As one of its internationally relevant research findings it was able to established a clear confirmation of the interdependence and transfer hypothesis (J. Cummins) and the advantages of mother tongue education.
Since 1999 is has received funding from CONACYT (National Council for Science and Technology), the main funding agency for research of the Mexican federal government, INALI (Mexican National Institute of Indigenous Languages), the Ford Foundation and UAM. This programme is known in most Latin American countries and beyond, and it exercises academic and educational leadership in Latin America (www.hamel.com.mx ).

2. Language Policy in Science and Higher Education (SHE). Since 2004
Coordinator: Rainer Enrique Hamel
This project investigates language use in the field of SHE, particularly in Latin America. It analyses the growing role of English as the world’s only hyper-central and totally globalised language which exercises a strong hegemony in the field. English is at the brink of achieving a monopoly position, especially in publications in the natural sciences, thus displacing other languages from the field. This project has analysed different constellations of plurilingual and monolingual policies, mainly in Latin America. It draws attention to the risks posited for scientific creativity by an English monopoly in scientific publications and its increasing hegemony in higher education, as well as its effects on deepening asymmetries between different scientific communities. In opposition to conventional bibliometric theory, the project developed conceptual groundwork by proposing the sociological and communicational field of science and higher education as the basic unit of reference for public policies in science and languages, and as an object of research. It also investigated plurilingual models of SHE in Latin America. Its results have materialised in a number of publications in four languages and in some 40 plenary and keynote conferences in different parts of the world (www.hamel.com.mx ).

3. The Permanent Project “Language Policies in Latin America” in ALFAL
Coordinator: Rainer Enrique Hamel
This Project is a permanent working group and part of the structure of ALFAL, the “Latin American Association of Linguistics and Philology”, the oldest association of its kind. It constitutes a network of leading Latin American experts in the field who organise their special symposia at each of the triannual congresses of the association. The UAM Chair is its coordinator since 2004 and the general Chair holder from UC Santa Catarina a distinguished member. The proposed Chair could draw upon this network and its academic resources, and possibly link up around specific activities in the future.

I – INSTITUTION'S IDENTIFICATION

Institutional data

WESTERN PARANA STATE UNIVERSITY, FOZ DO IGUAÇU-PARANÁ-BRAZIL
CNPJ: 78680337/004-27 (Foz do Iguaçu Campus)
RECTOR: Paulo Sérgio Wolff

Local coordinator of the Chair:

Dr. Isis Ribeiro Berger

Language studies undergraduation course
Society, Culture e Borders Postgraduation Programme
Avenida Tarquínio Joslim Santos, 1300 Jardim Universitário
Foz do Iguaçu, Paraná, Brazil.
Zip code: 85870-900
Phone no. 55-45-35768120 / 45-999642564
e-mail addresses:
isisrberger@gmail.com
isis.berger@unioeste.br

Brief Institutional History

UNIOESTE is a multicampi university located in Western Parana State, Brazil. It began in 1994, as the unification of municipal Colleges that were created in five municipalities Located in western Paraná region: in Cascavel (FECIVEL, in 1972), in Foz do Iguaçu (FACISA, in 1979), in Marechal Cândido Rondon (FACIMAR, in 1980) and in Toledo (FACITOL, in 1980). In 1998, another college located in Francisco Beltrão (FACIBEL) was also incorporated into Unioeste, In 2000, the Regional Hospital of Cascavel was changed into the Western Paraná University Hospital — HUOP and incorporated into Unioeste.

Since 1994, Unioeste has quickly developed as the most important university of Western and Southwestern Paraná region. The consolidation and growth of the institution can be verified in its local and regional impact as a result of the intensive work in the areas of study, research, extension and innovation. Nowadays, Unioeste concentrates the greatest intellectual capital of the region, and it counts on a technological and laboratorial infrastructure to meet the demands of a dynamic society.

Unioeste mission is to produce, organize and socialize knowledge, contributing to human, scientific, technological and regional development, committing to social justice, democracy, citizenship and social responsibility.

Regarding its location, UNIOESTE is situated in à privileged region of Paraná state, amidst the states of Santa Catarina and Mato Grosso-do Sul, and in a bordering region neighboring Argentina and Paraguay. Paraná state is characterized by its diverse population as a result of the presence of different indigenous communities and several migratory processes which have brought immigrant groups, their cultures and languages, from different parts of the world to settle in the region (from Europe, Asia, Arab countries, as well as from South America, Caribe and Haiti). Along with that, the long-term contact with the neighboring countries has also contributed to the development of a peculiar cultural environment.

Foz do Iguaçu Campus, where the Partner UNIOESTE Chair is based, is situated at the triple border area. The city where the university campus is located is known for its international tourism, its economy based on trade and services, for its intense interaction with the neighboring countries, as well as for hosting immigrant communities from around 80 nationalities, being the most representative from Argentina, China, Germany, Italy, Lebanon and Paraguay. Also, as a result of the recent foundation of another university there – UNILA, many students coming from different South American countries and the Caribbean have also been residents in the city. For that reason, Foz do Iguaçu has been widely recognized as one of the most diverse cities in Brazil, in terms of intense cultural and linguistic interchange. This makes it a privileged place not only for conducting researches on languages and cultural studies, but also for understanding local language policies and working with the overall society on language policy making.

Thus, the environment in which the university is located has provided its faculty with elements and demands for researches, reflection, discussion, debates in a way that UNIOESTE has improved its role in generating and sharing knowledge on language diversity and multilingualism in border areas.

II – GENERAL LINE OF ACTION AND WORK AXES

The general line of action outlined for UNIOESTE participation will be primarily focused on the conducting research on language teaching education for multilingual environments, researches on intercultural mediation, as well as on the management of multilingualism in border areas and in regions characterized by superdiversity.

– WORKÍNG AXES

Regarding the general line of action, UNIOESTE partnership will be focused on the following working axes, although other activities and research groups and ideas may be generated through research conducted in the scope of the Chair.

1. Multilingualism and internationalization

2. Multilingualism and intercultural mediation

3. Multilingualism and language education

4. Multilingualism, sustainability and development

5. Multilingualism, borders and diasporas

RESEARCHERS OF THE CHAIR

Dr. Isis Ribeiro Berger (cordinators)

Dr. Maria Elena Pires Santos

Dr. Regina Coeli Machado

Other reserchers may be included in the following months.

I – INSTITUTION'S IDENTIFICATION

Institutional data

Universitat Pompeu Fabra (UPF). Translation and Language Sciences Department.

Department’s Director: Anna Espunya i Prat.
https://www.upf.edu/web/universitat/-/departament-de-traduccio-i-ciencies-del-llenguatge

Local coordinator of the Chair:

Dr. Vicent Climent-Ferrando

Universitat Pompeu Fabra
Edifici Roc Boronat (campus de la Comunicació-Poblenou)
Roc Boronat, 138
08018 Barcelona
E-mail: vicent.climent@upf.edu
Fone: 93 542 22 75 – 93 542 24 09
Fax: 93 542 16 17

Brief Institutional History

Universitat Pompeu Fabra (UPF) is a young university in Barcelona founded in 1990 with the aim of becoming a leading university based on multilingual quality teaching, maximum internationalization, proximity to students and a strong focus towards research and innovation. In less than 30 years, (1990-2019) UPF has not only established itself as a benchmark for the Spanish university system. It has positioned itself on a par with the top universities in Europe and occupies prominent positions in the different international and national University rankings:

• 1st Spanish university (Times Higher Education ranking, 2018)

• 11th university worldwide among universities aged 50 and under (Times Higher Education Young Universities Ranking, 2018) —

• 2nd university in Spain and among the top 250 universities in the world (Shanghai ranking, 2018)

The University also ranks high in the disciplines of linguistics and modern languages: —

• Among the top 100 universities in the world in linguistics (QS, 2018)

• Among the top 150 universities in the world in modern languages (QS, 2018)

Research at UPF

Research on the different aspects of multilingualism is carried out mainly within the Department of Translation and Language Studies. The Department is home to 10 multidisciplinary research groups, which develop their research mostly through competitive projects

UPF: A University truly committed to Multilingualism: UPF’s Action Plan for Multilingualism

UPF adopted an ambitious ACTION PLAN FOR MULTILINGUALISM [PAM, Pla d’Acció per al Multilingüisme] back in 2007, which established a series of initiatives and goals to enable the university to promote both the local language as well as to adopt an international approach, working towards a new trilingual outlook: Catalan, Spanish and English. It constitutes the first stage on the road towards a fully-fledged multilingualism – always bearing in mind the twofold meaning of the term multilingualism (both individual and collective), which refers both to the situation in which various languages are spoken or used in a particular place and to the ability a person shows for using several languages.

UPF foresees a revision of the Action Plan for Multilingualism, as indicated in the University’s Strategic Plan (2016-2025. This line of action is in line with one of UNESCO Chair’s line of action: multilingualism and internationalisation, and will be of great help to compare and analyse the different approaches to multilingualism in different parts of the world.

Teaching at UPF

In terms of teaching, UPF has a wide offer of both graduate, masters and PhD in the various aspects of multilingualism.

• The bachelor’s degree in Applied Languages

• The bachelor’s degree in Translation and Interpreting

• Double bachelor’s degree in Translation and Interpreting and Applied Languages

• The master’s degree in Discourse: Communication, Society and Learning (interuniversity programme)

• The master’s degree in Theoretical and Applied Linguistics

• PhD programme in Translation and Language Sciences

II – GENERAL LINES OF ACTION

The primary goal for joining the UNESCO Chair on Language Policies for Multilingualism is to engage in research from multidisciplinary perspective on the different aspects of multilingualism. UPF has a special interest in the following lines of action: multilingualism and society, multilingualism and intercultural mediation, multilingualism and education, multilingualism and migration/diasporas, multilingualism and (minorities) language rights.

UPF aspires to join the UNESCO Chair on Language Policies for multilingualism to

1. Actively participate in the creation of a solid network of researchers and scholars working in close cooperation at international level on the above-mentioned aspects on multilingualism

2. Work on common lines of action and find synergies with the different universities belonging to the UNESCO Chair

3. Fostering exchange between different universities and scholars and exploring the possibility of creating joint research actions

4. Submitting joint proposals for different international funding agencies

III – WORK AXES

UPF’s will specifically conduct research in the following work axes

1. Language, mobility and migrations

2. Language rights in comparative perspective

3. Education in multilingual environments

4. Languages and Sustainable Development (Goals)

5. Discourse analysis

UPF’s Research team

Dr. Vicent Climent-Ferrando. Institutional Research Coordinator

Dr. María Aguilar Solano

Dr. Montse González

Dr. Montserrat Ribas