The internationalization of higher education, as stated by Hildebrando Jr, Finardi, and El Kadri (2022), is both an agent and a consequence of the most recent process of globalization demanded by universities, both public and private. This is achieved through actions, programs, projects, and research for the development and sharing of knowledge, and academic visibility, among other objectives of the internationalization of both national and international educational institutions. All actions within this complex demand become viable, as discussed in detail by Guimarães, Finardi, and Casotti (2019), in the inseparable relationship between internationalization and language policies.
In many cases, we observe that actions developed in this inseparable relationship require collaboration and partnerships among different projects and initiatives within the university. These actions are led by professors who engage and understand the need for joint actions, coordinated with the language policy of the university. In this sense, the objective of this session is to present how the articulation of language policy actions has been carried out at the Federal University of Paraná, Brazil. This is achieved through partnership, collaboration, and dialogue, involving different instances, sectors, projects, and participants committed to meeting, in the best possible way, the significant demand for foreign language training needs of the general academic community. This is done to promote and support the internationalization process of our university, which, as stated earlier, is complex and only becomes viable in the inseparable relationship with language policies.

In Guanajuato, Mexico, the domain of language education is undergoing a dynamic transformation, guided by a blend of targeted policies and vibrant advocacy initiatives. This presentation navigates the intricate landscape of language education policies in Guanajuato, focusing on how regional strategies align with international frameworks. Government policies underscore the significance of linguistic proficiency for socioeconomic and academic development, emphasizing strategies to integrate language education into the broader educational fabric. Advocacy efforts within Guanajuato's unique context illuminate the role of underserved communities, public educational institutions, and community leaders in championing the cause of language education.
The discussion delves into the specific challenges faced by the state of Guanajuato, such as addressing linguistic disparities across diverse communities and optimizing resource allocation for effective language programs, such as the project Guanajuato Bilingüe, from the Virtual University of the State of Guanajuato. Moreover, it explores how advocacy campaigns strive to foster a sense of ownership and community participation in language education initiatives. 
By scrutinizing the interplay between policy frameworks and grassroots advocacy in Guanajuato, this presentation seeks to offer insights into the region's distinctive approach to language education. Through this exploration, the narrative aims to contribute to a broader understanding of the nuanced dynamics shaping language education policies at the regional level in Mexico.

In a push to internationalize, more and more universities are offering courses taught in a Foreign Language as an Internationalization-at-home operation (BEELEN & JONES, 2015). In these contexts, professors and students share knowledge through a Foreign Language as a means of communication. In this scenario content professors with language knowledge challenge themselves to integrate this new education system even without so much pedagogical awareness, facing methodological, linguistics, bureaucratic, and motivational difficulties (MORAES, 2021; FERNANDES, 2017; MARTINES & FERNANDES, 2020). Unfortunately, relatively little is known about how these classes are being delivered, how the number of these kinds of classes can be increased at universities, who the teachers involved in these offers are, and how (or if) they are prepared to teach in such circumstances. To that end, this study aims to present the research behind a proposal for the role of languages in internationalized higher education institutions and specifically, in the classrooms. To uncover this elephant in the room these topics will be considered: a) Foreign Language Medium Instruction: "The use of the English language to teach academic subjects in countries or jurisdictions where the first language (L1) of the majority of the population is not English" (DEARDEN, 2014); b) Content Language Integrated Learning: "A dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language" (MARSH, 2013);  c) Translanguaging: "It is the act performed by bilinguals of accessing different linguistic features or various modes of what are described as autonomous languages, in order to maximize communicative potential (GARCIA & WEI, 2014). These different approaches can be used when choosing what classes will be taught in a Foreign Language, who is going to be the professors included, and what methodology will make more sense in each context. Little has been discussed how universities conceptualize language in their documents and curriculum, consequently, professors and students face myths and beliefs that are not helpful to the learning and teaching practice inside the class. The Pontifical Catholic University of Paraná is the pioneer private institution in offering classes taught in a Foreign Language in Brazil, it started in 2011 and since then has increased its number (FERNANDES, 2017). In 2022 the university offered around 170 of these classes, and as the author has been engaged since the beginning in this success case, they will present interim and ongoing findings about how to enhance the reflective course of action for teaching and learning in these classes, pondering learning quality, motivation, emotional-based learning, and the number increase in these kinds of offerings. The studies show that language policies, theory, and practice need to be aligned when offering courses taught in a Foreign Language, whether the strategy is top-down or bottom-up (MARTINEZ, 2016), all the parties need to be aware that language concepts interfere severely in the Internationalization-at-home process. 

Centro Paula Souza (CPS), an autarchy of São Paulo State Government, is responsible for 77 Faculdades de Tecnologia (Fatecs) located in various cities. Most of Fatecs' higher education courses include foreign language classes (English and/or Spanish) in which the four skills (reading, listening, speaking, and writing) are developed. In this context, Virtual Exchange (also known as COIL), promoted by International Collaborative Projects (ICPs) team, can create a favorable environment not only for language learning, but also for promoting intercultural dialogues and social skills. This strategy is fruitful for internationalization, but low language proficiency may seem like an obstacle. This presentation aims to discuss the role of foreign language teachers in promoting virtual exchange projects at Fatecs. This presentation examines various methods for language teachers to assist students in participating in projects and collaborating with content subject teachers. We focus on project objectives, task design, technology tool selection, and assessment. From these discussions, it is evident that the foreign language teacher plays a crucial role in promoting language learning for students and all those involved in the project, including teachers and coordinators, thereby expanding internationalization to the entire community.