Globalization has significantly highlighted the importance of speaking foreign languages, which has found echo in multiple contexts. Learning and using English has been a central topic of debate and research particularly in the field of applied linguistics. However, new perspectives in the field of sociolinguistics and applied linguistics propose a reassessment of the notions of ‘language’ and ‘linguistic repertoire’ as vehicles to understand the discursive practices of bilinguals (or multilinguals). This paradigm change is linked to the conception that it is multilingualism and not monolingualism the observed norm in the everyday practices of speakers around the world (Horner & Weber, 2018).

Additionally, migration and technology have propelled linguistic contact between people and institutions globally. Although English continues to be a widely used lingua franca, it is also important to recognize that local and international interactions involve multiple languages, linguistic varieties and speakers with complex and dynamic linguistic repertoires and trajectories.

In this context, this study aims at investigating how students at the UAZ construct their linguistic repertoires and the linguistic elements and usage that conform them. Through the application of questionnaires, interviews, and recollection of specimens we aim at understanding the profiles and discursive practices of university students to gain insights of everyday communication processes and interactions across different contexts. This information will allow us to see the level of multilingualism at the UAZ to determine the institutional potential for internationalization, at the time that we propose actions aimed at supporting students, teachers, and stakeholders to exploit their linguistic resources in favor of their academic and psychosocial journey in and outside the University.