https://journals.scientia.international/SIJLLA
Scientia International Journal for
Linguistics, Letters and Arts
Vol. 1, 1 (2026)
Type: [Research Article] | DOI: 10.56365/bdq69306
XXXX-XXXX © 2026 The authors. Published by Scientia.International S.L. (Spain).
Open access article under the CC BY 4.0 license (https://creativecommons.org/licenses/by/4.0).
Portuguese as a Welcoming Language (PLAc): perspectives on a
language policy under implementation
Carina Merkle, Gilvan Müller de Oliveira, Wesley Henrique Prates, Elis Gorett da Silveira Lemos, João
Carlos Dias Furtado, Willian Canova dos Santos, Airton Yukio Soares Matsushima, João Barreiros, Cleonis
Viater Figueira, Marlene Gonçalves Lopes, Myller Augusto Santos Gomes, Larissa Rizzi Varela
Abstract
Following the armed conflict between Russia and Ukraine, which began in February 2022, the state of Paraná, whose history
includes records of Ukrainian migration, established, through the Araucária Foundation for the Support of Scientific and
Technological Development of the State of Paraná (FA), a continuous-flow humanitarian and internationalization project under
Public Call 09/2022 – Ukrainian Scientists Welcome Program. The initiative created a demand for Portuguese language teaching
and learning for these refugees. In this context, Paraná Fala Idiomas (PFI), a language policy used as a strategy by the state of
Paraná to internationalize its state universities, launched and implemented the PFI – Portuguese as an Additional Language (PFI-
PLA) pilot project, offered remotely to Ukrainian researchers and their families from the perspective of Portuguese as a Welcoming
Language (PLAc). The PFI-PLAc was subsequently expanded to students in the Student Agreement Program – Portuguese as a
Foreign Language (PEC-PLE) at three state universities in Paraná. In addition, the project began serving international students
enrolled in graduate programs (PPGs) at the state’s higher education institutions. Considering Portuguese as an instrument of
internationalization, this article aims to reconstruct the trajectory of the PFI-PLAc between 2022 and 2025. The study adopts a
qualitative approach based on bibliographic and documentary research. The results indicate the implementation of Portuguese as
an instrument of internationalization in Paraná’s higher education institutions (HEIs) through the PFI-PLAc, which, in addition to
serving Ukrainian researchers and their families, expanded to PEC-PLE students and international students in Paraná’s graduate
programs. The study concludes that this pilot project demonstrates the need to consolidate a Portuguese-language policy that goes
beyond the status of a pilot initiative. As a future development, work began on creating a website-based repository documenting
the project’s history. To broaden access to this article, an interpretation in Brazilian Sign Language (Libras) was also included.
Keywords: Portuguese language; internationalization; virtual environment.
Brazilian Sign Language interpretation: Libras link
Article details | Open peer review
Edited by:
William Jônatas Vidal Coutinho
Hudson do Vale de Oliveira
Reviewed by:
Juliana Porto Machado
Anna Claudia Amaral Juliace
Citation:
Merkle, C., et al. (2026). Portuguese as a Welcoming Language
(PLAc). https://doi.org/10.56365/bdq69306
Article history
Received: 16 Dec 2025
Revised: 24 Mar 2026
Accepted: 19 Jun 2026
Available: 24 Jul 2026
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1. Introduction
The armed conflict between Russia and Ukraine, which began in February 2022, triggered a series of
mobilizations in different parts of the world. In Brazil, the state of Paraná stood out in this context not only
because of its institutional response to the emergency but also because of its historical relationship with
Ukrainian migration processes. The state’s multilingual character is an important element for understanding
contemporary initiatives aimed at linguistic and academic reception.
In this context, the Araucária Foundation for the Support of Scientific and Technological Development of
the State of Paraná (FA), the state’s research funding agency, issued continuous-flow Public Call No. 09/2022
to welcome and integrate researchers and their families affected by the war. Among the actions arising from
this institutional policy, the collaboration with the Paraná Fala Idiomas (PFI) program stands out. The
program began developing a pilot initiative focused on teaching Portuguese from a welcoming-language
perspective (PLAc).
In this context, the Paraná Fala Idiomas – Portuguese as a Welcoming Language Pilot Project emerged.
Initially named PFI – Portuguese as an Additional Language (PFI-PLA), it was later consolidated as PFI-
PLAc. The initiative belongs to the field of institutional and academic language policies because it proposes
Portuguese-language teaching activities for people experiencing displacement or forced mobility while
considering the linguistic, social, and cultural dimensions of the welcoming process.
Against this background, this article aims to reconstruct the trajectory of the PFI-PLAc between 2022 and
2025, highlighting the institutional, academic, and linguistic processes that shaped the initiative’s
implementation and development. The article is organized as follows: it first presents the methodology; it
then contextualizes the Paraná Fala Idiomas program and discusses the theoretical framework supporting the
proposal; next, it describes the history of the Paraná Fala Idiomas – Portuguese as a Welcoming Language
(PLAc) Pilot Project; finally, it presents the results, concluding remarks, and references.
2. Methodology
This study adopts a qualitative approach, following the assumptions of Martin W. Bauer and George
Gaskell (2002), and is grounded in documentary analysis and bibliographic research. The investigation covers
the period from 2022 to 2025, corresponding to the historical context in which the PFI-PLAc pilot project
was implemented.
The documentary analysis was based on the collection and examination of calls for proposals, reports, and
materials produced throughout the implementation of the PFI-PLAc. The bibliographic research drew on
theoretical works concerning language policy, with an emphasis on Portuguese as a Welcoming Language
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(PLAc) and the different actors involved in this process, including universities, funding foundations,
researchers, and students.
3. Contextualization of Paraná Fala Idiomas
The Paraná Fala Idiomas Program (PFI) is a language policy of the state of Paraná linked to the Paraná
State Secretariat for Science, Technology and Higher Education (SETI). Since 2014, it has promoted
language teaching and learning activities as well as the internationalization of the state’s higher education
institutions. According to Calvet (2007, p. 11), “language policy is the determination of major decisions
concerning the relationships between languages and society.” The PFI was therefore conceived as a program
to organize and develop language-related initiatives in Paraná, thereby helping to strengthen a state language
policy (Rios, Novelli; Calvo, 2021).
Regarding its organizational structure, the program brings together different institutional bodies.
Management takes place within SETI in partnership with the Paraná Fund Management Unit (UGF) and is
conducted by a State Coordination and a Management Council. At the same time, the activities are
implemented within the state higher education institutions, which organize their local teams according to the
program’s guidelines.
The following state universities in Paraná participate in this structure: State University of Londrina (UEL),
State University of Maringá (UEM), State University of Ponta Grossa (UEPG), Western Paraná State
University (UNIOESTE), State University of the Central-West (UNICENTRO), State University of Northern
Paraná (UENP), State University of Paraná (UNESPAR), and Virtual University of Paraná (UVPR).
At each institution, the program is implemented by a team consisting of an institutional coordinator, a
pedagogical advisor, language instructors, and undergraduate interns. The organization of this structure is
shown in the organizational chart below.
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Figure 1 – PFI organizational chart.
Note. Adapted using the Gemini platform (AI) from Rios, Novelli, and Calvo (2021, p. 25).
English was the first language implemented in the program, initially conceived as a pilot project called
PFI-English and later consolidated as an integral part of the language policy. French and Spanish were
subsequently added. In 2022, building on this trajectory, the PFI-PLAc pilot project emerged from the PFI.
4. Theoretical framework
By promoting Portuguese-language teaching activities aimed at welcoming foreign researchers and their
families at Paraná’s state universities, the PFI-PLAc constitutes a planned intervention in the language field,
linked to public policies on internationalization and academic reception. According to Oliveira (2016, p. 382),
“language policies are an area of public policy, conceived and implemented by institutions that exercise
influence over society, such as states, governments, churches, companies, NGOs and associations, and even
families.” From this perspective, the PFI-PLAc can be understood as an institutional language-policy action,
developed within universities and state funding agencies, that seeks to address specific social demands
through the teaching of Portuguese as an instrument of academic, social, and cultural integration.
In this context, Portuguese began to be conceived not only as a foreign-language offering but also as an
instrument of academic and social integration, bringing it closer to theoretical discussions of Portuguese as a
Foreign Language (PLE), Portuguese as an Additional Language (PLA), and Portuguese as a Welcoming
Language (PLAc). Within this framework, it is relevant to discuss the different concepts guiding the teaching
of Portuguese to speakers of other languages.
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Based on the contributions of Maria José dos Reis Grosso (2010), José Carlos Paes de Almeida Filho
(2007), and Vilson J. Leffa and Vânia Irala (2014), the different labels assigned to the teaching of Portuguese
to speakers of other languages can be understood as reflecting distinct theoretical and contextual frameworks.
The concept of Portuguese as a Foreign Language (PLE), associated with the language-teaching tradition
described by Almeida Filho (2007), refers to teaching Portuguese to learners who are outside the
sociolinguistic environment in which the language is used daily and who study it mainly as an object of
cultural and communicative knowledge.
The term Portuguese as an Additional Language (PLA), advocated by Leffa and Irala (2014), shifts the
focus away from the notion of “foreign” toward a more inclusive perspective, understanding the language as
an addition to the learner’s linguistic repertoire, built from the languages they already possess, regardless of
order or hierarchy. In this regard, Leffa and Irala (2014, pp. 33–34) state that “one seeks to acquire the
additional language not to serve the interests of other countries, but one’s own interests.”
Portuguese as a Welcoming Language (PLAc), as discussed by Grosso (2010), arises in migratory and
humanitarian contexts and refers to language teaching aimed at immigrants or refugees who need Portuguese
for social inclusion, access to rights, and participation in the daily life of the receiving society. Grosso (2010,
p. 74) states that
[...] a welcoming language approaches the definitions of foreign language and second language,
although it differs from both. It is a concept generally linked to the context of reception, an expression
associated with migration. Since the learners are usually adults, they learn Portuguese not as the
medium of instruction for other subjects, but because of different contextual needs, often related to
resolving urgent matters of survival. In this setting, the welcoming language must serve as a bond of
affective, bidirectional interaction and as the first form of integration, through linguistic immersion,
toward full democratic citizenship.
Thus, while PLE emphasizes language teaching outside the community in which the language is used,
PLA highlights the expansion of the linguistic repertoire in plurilingual contexts, and PLAc emphasizes the
language’s social and integrative role in situations of human mobility and reception.
5. History of the Paraná Fala Idiomas – Portuguese as a Welcoming Language
(PLAc) Pilot Project
The PFI-PLAc emerged in the context of the armed conflict between Russia and Ukraine, which began in
February 2022. In this setting, the Araucária Foundation issued continuous-flow Public Call No. 09/2022 to
receive Ukrainian researchers. The initiative considered both the multilingual character of Paraná and the
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internationalization needs of the state’s higher education institutions. The call provided benefits not only for
the researchers but also for their families. Other initiatives later complemented this action, including Public
Call No. 10/2022 – Universities as Friends: Ukraine and Public Call No. 15/2024 – Ukrainian Researchers
Retention Program.
In this context, Paraná Fala Idiomas (PFI), as a state language policy, established a pilot project initially
called PFI-PLA and later reformulated as PFI-PLAc (Portuguese as a Welcoming Language). The emergency
project was conducted remotely. Its initial management was led by the PFI State Coordination under the
responsibility of Eliane Segati Rios, who was affiliated with the State University of Northern Paraná (UENP).
To implement the pilot project, UENP issued calls to select two pedagogical advisors, five language
instructors, and one undergraduate student. Together with the State Coordination, they formed the team
responsible for implementing the initiative, as shown in Figure 2.
Figure 2 – PFI-PLAc organizational chart.
Note. Authors (2026), using the Gemini platform (AI).
The resources were managed by the Paraná State Secretariat for Science, Technology and Higher
Education (SETI) in partnership with the Paraná Fund Management Unit (UGF). The scholarship team could
remain in the project for a maximum of two years, corresponding to the project’s total implementation period.
The project aimed to teach and promote the learning of Portuguese as a Welcoming Language (PLAc).
All activities were conducted remotely through meetings on Google Meet, with additional communication
via WhatsApp and email. Materials produced and used during the project were stored in a shared Google
Drive repository.
Because this was an unprecedented initiative within the program, the team had to build the project from
the ground up. This involved contacting foreign institutions with experience teaching PLAc to Ukrainians,
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developing the course plan, producing teaching materials, providing teacher education across different fields
of knowledge, mediating conflicts, and holding weekly monitoring meetings.
The first contacts with Ukrainian researchers and their families arriving in Paraná were referred to the
team based on information received from the Araucária Foundation. Initial outreach and reception therefore
occurred mainly through email exchanges. This process presented significant challenges because the team
did not speak Ukrainian. Initial communication was consequently often mediated by automatic translation
tools such as Google Translate, since many researchers did not share another common language with the
team.
From the second half of 2022 until approximately the second half of 2023, the project remained affiliated
with the State University of Northern Paraná (UENP). Later, when Eliane Segati Rios was invited by the
Araucária Foundation to join its Office of International Strategic Projects while continuing to coordinate
Paraná Fala Idiomas (PFI) at the state level, the PFI-PLAc pilot project became affiliated with the State
University of Londrina (UEL), under the management of International Relations advisor Viviane Baggio
Furtoso.
During this institutional transition, activities were briefly interrupted while administrative procedures were
regularized. Between 2023 and 2024, the project was expanded. In addition to PLAc activities for Ukrainian
researchers and their families, the remote courses began to include students from the Student Agreement
Program – Portuguese as a Foreign Language (PEC-PLE) and graduate students from Paraná’s higher
education institutions. During this period, still under UEL’s supervision, the 1st Paraná Fala Idiomas –
Portuguese Meeting (I EPAFIP) was held, at which students presented academic abstracts through remote
oral presentations.
During the project’s affiliation with UEL, the pilot-project team also organized materials to implement a
pilot initiative for the Virtual University of Paraná (UVPR). The activity took place in December 2024, when
the PFI’s tenth anniversary was celebrated, marking a program that had maintained historical continuity
despite changes in government. In February 2025, the project was discontinued, with the prospect that it
might return not as a pilot project but as a structural component of the Paraná Fala Idiomas language policy.
In the second half of 2025, the Araucária Foundation released the documentary Rodyna, which portrays the
reception of Ukrainian researchers in Paraná. The infographic below (Figure 3) represents the historical
trajectory of the PFI-PLAc.
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Figure 3 – Historical trajectory of the PFI-PLAc project.
Note. Authors (2026), using the Gemini platform (AI).
In 2026, the PFI is discussing the inclusion of Portuguese as a formal component of the program’s
language policy.
6. Results and discussion
The actions undertaken by the PFI-PLAc during the period in which it was affiliated with UENP are
presented in the following table.
Table 1 – PFI-PLAc UENP.
Dimension / Activity
Description
Period
June to November 2022.
Target audience
Approximately 23 Ukrainian researchers and their
dependents in refugee situations resulting from the war in
Ukraine.
Course offering
Portuguese as a Welcoming Language (PLAc) course aimed
at developing the language skills required for social and
academic integration in Brazil.
Pedagogical planning
Weekly meetings for methodological planning, activity
monitoring, and discussion of teaching practices.
Course plan development
A plan developed collectively by the project’s teachers,
taking into account the linguistic and sociocultural needs of
the participants.
Course units
1. Personal introductions – “breaking the ice”; 2. Shopping –
“bargaining”; 3. Location, places, and services – “finding
your way around”; 4. Health – “fit as a fiddle”; 5. Housing
and accommodation – “home sweet home”.
Learning objectives
Develop basic communication skills, including introducing
oneself in Portuguese, providing personal information,
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Dimension / Activity
Description
understanding numbers and documents such as the CPF,
expanding vocabulary related to places in the city, expressing
everyday needs, and interacting in situations such as
shopping and seeking services.
Initial team training
Training session with Mirna Slava Kirylowicz Voloschen, a
member of the Ukrainian Society of Brazil, Ukrainian-
language teacher, and co-author of the Ukrainian–Portuguese
Dictionary, who provided guidance on the linguistic and
cultural characteristics of the target audience.
International exchange of experiences
Meetings with João Barreiros, coordinator of the RTP Ensina
portal (Portugal), to discuss experiences teaching Portuguese
to immigrants and receive guidance on developing the project
website.
Partnership with a Portuguese school
Meetings with the Gabriel Pereira School Group (Évora,
Portugal), particularly teachers Luísa Guerreiro and Manuel
António P. Correia Dias, who shared their experiences
teaching Portuguese to foreign learners.
Participant integration
A virtual meeting between Ukrainian researchers already in
Brazil and those who were yet to arrive, promoting the
exchange of experiences concerning adaptation, culture,
documentation, housing, and mobility.
Development of an informational website
Development of a website containing useful information for
participants and their families: program contacts, team
presentation, information on Paraná’s universities, videos
about the state of Paraná, maps, and general guidance.
Ongoing team training
Academic discussions on teaching Portuguese to migrants,
including differences between PLA and PLAc, the production
of teaching materials, methodologies, and assessment.
Participation of specialists
Meeting with researcher Carla Alessandra Cursino, who
shared theoretical and practical experiences in teaching
Portuguese as a Welcoming Language.
Academic output
Presentation of the abstract “Ukraine, Brazil, and the
Portuguese language as a means of welcoming” at the 2nd
Freire Conference (UFRJ, IFRJ, and the University of
Cambridge). Submission of the report “Teaching Portuguese
as a Welcoming Language to Ukrainians” at the 8th UENP
Integration Meeting.
Training activities
Meeting with psychologist Danilo Pichioli Silveira on mental
health and reception; meeting with educator Adriane Franco
Duarte on teamwork and online pedagogical practices;
follow-up meeting with Mirna Slava Kirylowicz Voloschen
to evaluate and improve the course.
Note. PFI-PLAc.
The actions undertaken by the PFI-PLAc during the period in which it was affiliated with UEL are
presented in the following table.
Table 2 – PFI-PLAc UEL.
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Dimension / Activity
Description
Program
Paraná Fala Idiomas – Portuguese as a Welcoming Language
Program (PFI-PLAc) – Phase 2
Nature
Extension pilot project
Implementation period
August 2023 – July 2024
Coordination
Viviane Aparecida Bagio Furtoso
Participating institutions
SETI, Araucária Foundation, Paraná Fund, and Paraná state
universities
Institutional affiliation
Initially affiliated with UENP (2022); later transferred to
UEL
Pedagogical team
2 pedagogical advisors and 5 language instructors
Pedagogical advisors
Carina Merkle; João Carlos Dias Furtado
Instructors
Ana Elisa Lima Germano; Rodrigo do Amaral Munhoz did
not teach the classes, withdrew from the project, and was
replaced by Ana Letícia Carneiro de Oliveira; Mariana Clara
de Lima da Silva; Wesley Henrique Prates; Amanda Letícia
Souza Cordovil Dias later withdrew from the project and was
replaced by instructor Carla Alessandra Cursino
Target audience
53 people (23 Ukrainian researchers; 30 PEC-PLE and
graduate students)
Platforms used
Google Meet, Google Classroom, Google Drive
Main pedagogical activities
Development of course plans; organization of teaching
materials; provision of Portuguese as a Welcoming Language
(PLAc) courses; academic-genre courses for Ukrainian
researchers
Management and training activities
Weekly meetings; teacher education; individualized support
for the team; student, teacher, and management evaluation
Institutional integration activities
Participation in PFI meetings in Curitiba; closer coordination
between remote and face-to-face teaching at UEL, UEM, and
UNICENTRO
Academic output and dissemination
Submission of a scientific article; participation in a FAUBAI
event; dissemination through social media; involvement of
instructors in graduate programs
Events organized
1st Paraná Fala Idiomas – Portuguese Meeting (I EPAFIP)
Note. PFI-PLAc.
Overview: PFI-PLAc UENP/UEL
Araucária Foundation
● Public Call 09/2022
● Ukrainian Scientists Welcome Program
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● Funding for the PFI-PLA / PFI-PLAc project
Paraná Fala Idiomas
● Support for internationalization
● Language teaching at state universities
● Integration into UVPR
UENP – State University of Northern Paraná
● Initial implementation of the PFI-PLA
● Testimony, exchange, exhibition, and interview
● Participation of the team in the 2nd Freire Conference: “Human Rights” Working Group (27′42″)
UEL – State University of Londrina
● Continuation of PFI-PLAc activities
● Scientific communication, academic output, podcast 1, and podcast 2
● 1st Paraná Fala Idiomas – Portuguese Meeting (I EPAFIP)
Rodyna (documentary)
● Audiovisual record of the experience
● Institutional memory of the project
● Scientific and social communication
Note. Authors (2026), using an AI platform.
The implementation of the PFI-PLAc pilot project, as summarized in the tables and overview, reveals the
coordination of pedagogical, institutional, and scientific activities aimed at teaching Portuguese to people
experiencing international mobility. As part of the PFI, the project developed course plans, offered PLAc
classes to Ukrainian researchers and their families, PEC-PLE students, and graduate students, provided
academic-genre courses and teacher education, and participated in academic and institutional events. These
activities show that the initiative extends beyond a strictly pedagogical scope and also functions as an
institutional strategy for internationalization and language management in higher education.
In this context, PLAc teaching can be understood as part of a language policy designed to guarantee
linguistic rights and the social inclusion of migrants. As Amaral and Santos note, “within Brazilian territory,
PLAc develops as a language policy because of its emergency nature in the context of migration, thus
representing a political act aimed at ensuring dignity and social justice” (2022, p. 11). The provision of
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courses for researchers in refugee situations, as shown in the project activities table, puts this perspective into
practice by promoting the minimum linguistic conditions required for academic and social participation in
the host country.
Beyond its humanitarian and educational dimensions, the project is also connected to contemporary
debates on Language Policy and Planning for Science and Higher Education (PPLICES). According to Jesus
and Oliveira (2021), the absence of clearer institutional positions regarding linguistic diversity in scientific
production contributes to the marginalization of knowledge produced in different languages, since “policies
that privilege monolingualism in science are currently in force […] and a large body of valid scientific
knowledge remains on the margins of the global system” (Jesus; Oliveira, 2021, p. 19). In this sense,
initiatives such as the PFI-PLAc, by offering academic-genre courses in Portuguese and supporting the
integration of foreign researchers into Paraná’s state universities, broaden the possibilities for the circulation
of knowledge in Portuguese and counter processes of scientific invisibilization. As the authors emphasize,
within language policy and planning for science and higher education, many forms of knowledge remain
invisible in the global system, affecting even international languages such as Portuguese and Spanish (Jesus;
Oliveira, 2021, pp. 18–19).
This perspective also relates to Oliveira’s (2013) conception of Portuguese as a pluricentric language.
According to the author, the internationalization of the language depends on the internationalization of its
management and on the collective construction of strategies that strengthen its global presence, recognizing
it as a language with multiple centers of production and circulation. Institutional policies that promote the
teaching and dissemination of Portuguese in international contexts, such as the PFI-PLAc, therefore help
consolidate the language as a vehicle for scientific, cultural, and economic relations worldwide.
Finally, these activities were implemented largely in digital and hybrid environments, involving platforms
such as Google Meet and Google Classroom as well as collaboration among different state universities. This
arrangement resonates with experiences reported in recent literature on teaching PLAc remotely. As Mori,
Ferreira, and Rocha (2024, p. 18) observe, “teaching Portuguese as a Welcoming Language remotely was a
major challenge”; however, remote-teaching theories and strategies enabled the development of collaborative
methodologies that were essential to ensuring an effective teaching-learning process, even in adverse
contexts. The practices described in the project therefore demonstrate the pedagogical and institutional
adaptation required to respond to emerging demands related to academic mobility and contemporary
migration.
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7. Conclusion
The analysis of the PFI-PLAc pilot project, developed between 2022 and 2025 within the Paraná Fala
Idiomas Program, provides a concrete understanding of how a language policy can be constructed,
institutionally coordinated, and implemented in higher education. Throughout its implementation, the project
mobilized different institutional actors—including state universities, funding agencies, and pedagogical
teams—and developed teaching, teacher-education, and academic-production activities for people
experiencing international mobility, particularly researchers and family members in refugee situations.
The PFI-PLAc experience shows that language policies are not constituted solely through regulatory
documents; they also take shape through institutional practices, administrative decisions, the development of
teaching materials, teacher education, and the organization of courses that respond to specific social and
academic needs. The project thus demonstrates how PLAc teaching initiatives can function simultaneously
as instruments of linguistic inclusion, support for university internationalization, and promotion of
knowledge circulation in Portuguese.
The trajectory of the PFI-PLAc also reveals important aspects of the field of Portuguese as a Welcoming
Language in Brazil. First, it demonstrates the strengthening of PLAc as an area of professional practice and
academic research linked to public and institutional policies. It also shows the need to connect language
teaching, academic mobility, and the reception of migrant populations, thereby expanding the role of
universities in developing educational responses to humanitarian crises and international displacement. At
the same time, the project contributes to scientific knowledge about pedagogical practices, teacher education,
and language-policy management in higher education.
Future developments include the continuation of project-related activities, initiatives to systematize and
disseminate materials, and the development of a digital environment for teaching Portuguese to international
audiences. Information, materials, and outputs related to the project are currently being made available on a
dedicated digital platform accessible through the website. This initiative seeks to broaden the reach of the
activities, facilitate the circulation of knowledge produced by the project, and help consolidate collaborative
networks in the field of Portuguese-language teaching for speakers of other languages.
Finally, the experience points to future pathways involving the expansion of institutional language policies
focused on Portuguese as a Welcoming Language, stronger teacher education for work in international-
mobility contexts, and greater integration of teaching, research, and community engagement in the field. The
PFI-PLAc case shows that effective language policies depend on coordination across institutional levels,
continuity of action, and the production of knowledge capable of informing and improving these practices in
Brazilian and international contexts.
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Acknowledgments
The authors thank the FA, SETI, and the Paraná Fund for the institutional and financial support provided
to the reception and internationalization activities that made the PFI-PLAc pilot project possible. They also
thank the participating universities, faculty members, students, and project participants.
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