Abstract

In a globalized context, the internationalization of higher education not only represents a worldwide demand for universities but also receives numerous interpretations according to the context of its application. Hence, this article aims to analyze the conditions for internationalization of higher education in the degree of Educational Sciences of the National University of Rosario, Argentina, focusing on foreign language learning. Seeking to fulfill this objective, the authors implemented, through a qualitative design, a questionnaire addressed to the student population of that degree. Moreover, they held a documentary analysis of the syllabus of the degree as well as the syllabi of the subjects that are part of it intending to obtain a better comprehension of the internationalization of higher education phenomenon in the career, focusing on the place given to learning foreign languages in training teachers and researchers in the degree of Educational Sciences. Regarding data analysis, it is framed within a grounded theory. The results indicate, on one side, a notorious presence of foreign authors in the analyzed syllabi revealing a privilege of foreign epistemologies in the degree of Educational Sciences and, on the other side, it is highlighted the relevance of learning foreign languages to have access to texts as well as different mobility programs and scholarships abroad proposed by the university and different international agencies.

Keywords Educational Sciences; Foreign Languages; Higher Education; Globalization; Teacher Education