Text I A few weeks ago, I attended two committee meetings sponsored by my institution’s College of Arts and Humanities. One was a strategic-planning session, during which a few professors provided a passionate plea in favor of “decolonizing the curriculum.” This phrase, which has become popular in both British and American academe, refers to crafting a course of studies less reliant on the works of “dead white males” and more reflective of a broad range of human experience. The other meeting was about the coursework required of all majors in the college. In the latter gathering, numerous professors and staff members advocated watering down — if not outright eliminating — the college’s language requirement. From those two meetings I received an incongruous message: Some American educators appear to favor a “decolonized” course of studies that’s conducted entirely in English. And they do not seem to recognize the contradictions inherent in that position. ADLER, Eric. The Hypocrisy of English-Only Colonization. How dare colleges preach diversity while slashing language study? Chronicle, May 30th, 2023. Disponível em: <https://www.chronicle.com/article/the-hypocrisy-of-english-only-decolonization>. Acesso em: 21 de abril de 2024 Text II When considering different alternatives to language policies, unfortunately there is little if any discussion at all about what is understood as language or how it informs our educational and literacy practices. In the scenario of higher education internationalization languages seem, by and large, to be conceived of as objects that exist out there, disembodied tools, autonomous elements that are reified as commodities to be acquired, bought and sold. External to the subject, language is seen as an instrument of access to wealth, power, knowledge and prestige – much valued elements in the global knowledge economy. There seems to be a general belief (if not a desire) that languages (or better still, a common language, i.e. English) could solve all miscommunication among peoples and nations, as well as allow access to prestige and wealth, both symbolic and material, for those who are said to have ownership of this common language. Jordão, C. M.; Martinez, J. Z. (2021). Wines, Bottles, Crises: A Decolonial Perspective on Brazilian Higher Education. Rev. Bras. Linguíst. Apl., 21(2), 577-604. Both texts discuss the idea of decolonizing the English language in higher education. Considering them, evaluate the following statements: I. In Text I, it is possible to notice that the author is in favor of decolonizing English BECAUSE II. According to Text II, there is not much discussion about what language is or what impacts language has on educational and literacy practices.