Read the text below:
“With the promulgation of the bill 746/2016, converted into law in 2017, that reforms education in Brazil, English was made the only mandatory foreign language in schools, thus threatening the teaching/learning of other foreign languages such as Spanish, French, and Italian. […] Yet, the educational reforms and internationalization agendas are far from reaching consensus among linguists and higher education stakeholders when it comes to the use, teaching and learning of languages for internationalization purposes.”
Considering the need for a critical and sustainable internationalization agenda, which of the following is the most critical implication of making English the sole mandatory foreign language? 

Read the text below, which discusses the linguistic complexity in Brazil and the status of English:
“[…] Brazil faces many challenges to learn foreign languages, be them the language of their parents (heritage languages such as Guarani and other indigenous languages or immigrant languages such as Italian, German, Japanese and Pomeranian, to cite but a few), the language of their neighbors (Spanish), the international language (English) or even appropriations of English such as Brazilian English, whatever that may be. Jenkins proposes the view of English as a multilingual franca as referring to its use in multilingual contexts where most people share the same lingua franca, and in that sense, Finardi proposes that English has the status of an international language, rather than a multilingua franca in Brazil. In a country with more than 200 languages spoken by minorities, the development of multilingualism and the view of English as a multilingua franca in Brazil represent a huge challenge for educational policies and pockets […].”
Considering the theoretical role of ELF (English as a Lingua Franca) and the context described, which statement best describes the essential function that ELF must fulfill to mitigate the national risk of linguistic isolation and strategically facilitate global engagement?

During a postgraduate seminar focused on sustainable development, taught by a visiting European professor, a conflict arises: the professor insists that a major Brazilian research paper on local agroecology practices is 'not rigorous enough' because it relies heavily on local, community-based knowledge systems (traditional knowledge) rather than exclusively on Western, quantitative methodologies, which are prioritized in the Global North literature used in the course. Brazilian students feel their local epistemic tradition is being dismissed.
Which intervention strategy best aligns with Critical and Decolonial Perspectives to resolve the conflict and promote Epistemic Justice in the classroom?

In the field of Applied Linguistics and Internationalization of Higher Education, the essential shift from traditional native-speaker models to the English as a Lingua Franca (ELF) model requires a professional to redefine Communicative Competence based on which core theoretical principle?

There is a global conceptual shift: learning English is no longer perceived as an “elegant achievement and symbol of social status,” but is understood as a constitutive part of basic education alongside mother tongue literacy and mathematical skills.
Considering this shift, what policy change is most crucial for developing communicative competence within the framework of higher education internationalization?