Opportunity Information: Apply for FY26BRAPDS0002
The Building English Teaching Capacity for STEM in Brazil opportunity is a U.S. Department of State, U.S. Mission to Brazil (Embassy/RELO Brasilia) grant competition to fund the design and delivery of a short-term professional development exchange for Brazilian English teachers who work in STEM-related contexts. The program is meant to strengthen how English is taught and used for science, technology, engineering, and math instruction, with an emphasis on approaches that help teachers handle the specific vocabulary, discourse patterns, and communication tasks common in technical fields. The award will be issued as a cooperative agreement, meaning the grantee should expect active coordination with the U.S. government during planning and implementation.
The core activity is a 2 to 3 week in-person exchange in the United States for up to 30 Brazilian secondary and/or higher education English teachers who focus on English connected to STEM. The exchange is expected to start around October 1, 2026. After participants return to Brazil, the project must continue with a two-week online course delivered roughly two months later. That virtual component is intended to reinforce the exchange content and support participants as they continue developing and implementing an action plan that begins during the U.S. portion of the program.
The in-person exchange must be hands-on and school-connected rather than purely lecture-based. Required elements include school visits (including sites serving multilingual learners and ESL settings), structured classroom observation to learn through real practice, and opportunities for participants to co-teach alongside local educators. The program also needs to incorporate student-centered activities that model active learning strategies, along with cultural excursions and social activities that build participants understanding of U.S. culture and values and provide everyday exposure to American life. A home hospitality dinner is specifically listed as a required cultural/community engagement component.
On the academic and training side, the opportunity calls for a program grounded in Content-Based Instruction (CBI) and bilingualism, pushing beyond general English teaching methodology to address the linguistic demands of STEM disciplines. Proposals should center English as a Medium of Instruction (EMI) and CLIL (Content and Language Integrated Learning), with the practical goal of helping teachers bridge complex scientific concepts and language acquisition in the classroom. Assessment is not optional: the program must include an assessment focus, and it encourages the use of innovative, data-driven assessment tools tailored to technical English and framed around English as an International Language, supporting communication and potential collaboration in global scientific environments, including with U.S. researchers.
The grant also emphasizes bilingualism from both cognitive and systems perspectives, preparing teachers to manage classrooms where English functions as the main channel for technical content. In addition to classroom technique, the program must build leadership capacity so participants can disseminate what they learn through workshops, presentations, or other professional development efforts in their home institutions and communities. Each participant is expected to develop a professional development plan that includes measurable objectives and an assessment component, so the impact can be tracked and adapted to local Brazilian EFL contexts rather than remaining a one-time experience.
Logistics and participant support are a major required part of the design. Organizers must provide thorough orientation covering the itinerary and local community context as well as practical matters such as transportation, medical care, access to places of worship, dietary needs, and technology access. The program should also include structured meetings with principals, course coordinators, educators, community programs, and/or teachers associations, especially those working on bilingualism, EMI, CBI, and TESOL-related themes, and should connect those discussions to the role of English teaching in the local U.S. community.
Eligibility is limited to U.S.-based nonprofit organizations (including think tanks and civil society/NGOs) with IRS 501(c)(3) status, as well as public or private educational institutions. The opportunity has an award ceiling of $500,000, anticipates a single award, and lists a submission deadline of July 1, 2026. While one award is expected under this notice of funding opportunity (FY26BRAPDS0002), the Embassy notes the program could potentially be renewed for up to two additional years if outcomes are strong and funding remains available.Apply for FY26BRAPDS0002
- The U.S. Mission to Brazil in the other sector is offering a public funding opportunity titled "Building English Teaching Capacity for STEM in Brazil" and is now available to receive applicants.
- Interested and eligible applicants and submit their applications by referencing the CFDA number(s): 19.022.
- This funding opportunity was created on 2026-05-29.
- Applicants must submit their applications by 2026-07-01. (Agency may still review applications by suitable applicants for the remaining/unused allocated funding in 2026.)
- Each selected applicant is eligible to receive up to $500,000.00 in funding.
- The number of recipients for this funding is limited to 1 candidate(s).
- Eligible applicants include: Others.
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Frequently Asked Questions (FAQs)
1) What is the "Building English Teaching Capacity for STEM in Brazil" grant?
This is a U.S. Department of State, U.S. Mission to Brazil (Embassy/RELO Brasilia) grant competition to fund the design and delivery of a short-term professional development exchange in the United States for Brazilian English teachers working in STEM-related contexts.
2) What type of funding instrument will be used?
The award will be issued as a cooperative agreement, which means the selected grantee should expect active coordination with the U.S. government throughout planning and implementation.
3) What is the main purpose of the program?
The program aims to strengthen how English is taught and used for science, technology, engineering, and math instruction. It emphasizes practical approaches that help teachers address STEM-specific vocabulary, discourse patterns, and communication tasks common in technical fields.
4) Who are the intended participants of the exchange?
Participants are Brazilian secondary and/or higher education English teachers who focus on English connected to STEM-related contexts.
5) How many participants may the program include?
The in-person exchange is designed for up to 30 Brazilian teachers.
6) How long is the in-person exchange in the United States?
The core in-person component is expected to last 2 to 3 weeks.
7) When is the exchange expected to begin?
The exchange is expected to start around October 1, 2026.
8) Is there a required online component after the U.S. exchange?
Yes. After participants return to Brazil, the project must continue with a two-week online course delivered roughly two months later.
9) What is the purpose of the post-exchange online course?
The virtual course is intended to reinforce the content of the in-person exchange and support participants as they continue developing and implementing an action plan that begins during the U.S. portion of the program.
10) What teaching and learning approach should the program be grounded in?
The program is expected to be grounded in Content-Based Instruction (CBI) and bilingualism, and to go beyond general English teaching methodology by focusing on the linguistic demands of STEM disciplines.
11) Which instructional frameworks are specifically highlighted in the opportunity?
Proposals should center English as a Medium of Instruction (EMI) and CLIL (Content and Language Integrated Learning), with an emphasis on helping teachers bridge complex scientific concepts and language acquisition in STEM classrooms.
12) Does the program need to include assessment?
Yes. The program must include an assessment focus. The opportunity encourages innovative, data-driven assessment tools tailored to technical English and framed around English as an International Language.
13) What is meant by framing the program around "English as an International Language"?
Based on the opportunity description, the assessment and instructional focus should support communication and potential collaboration in global scientific environments, including collaboration with U.S. researchers.
14) What are the required hands-on elements of the in-person exchange?
The exchange must be hands-on and school-connected rather than purely lecture-based. Required elements include school visits (including sites serving multilingual learners and ESL settings), structured classroom observation, and opportunities for participants to co-teach alongside local educators.
15) Are student-centered learning activities required?
Yes. The program needs to incorporate student-centered activities that model active learning strategies.
16) Are cultural activities required as part of the program design?
Yes. The exchange must include cultural excursions and social activities that build participants understanding of U.S. culture and values and provide everyday exposure to American life.
17) Is home hospitality included in the required activities?
Yes. A home hospitality dinner is specifically listed as a required cultural/community engagement component.
18) What does the opportunity require related to bilingualism?
The program emphasizes bilingualism from both cognitive and systems perspectives, preparing teachers to manage classrooms where English functions as the main channel for technical content.
19) Is leadership development part of the required program content?
Yes. The program must build leadership capacity so participants can disseminate what they learn through workshops, presentations, or other professional development efforts in their home institutions and communities.
20) Do participants need to create a plan to apply what they learn?
Yes. Each participant is expected to develop a professional development plan with measurable objectives and an assessment component, so impact can be tracked and adapted to Brazilian EFL contexts.
21) What kinds of meetings or stakeholder engagement are expected during the exchange?
The program should include structured meetings with principals, course coordinators, educators, community programs, and/or teachers associations, especially those working on bilingualism, EMI, CBI, and TESOL-related themes. These discussions should be connected to the role of English teaching in the local U.S. community.
22) What logistical support and orientation must organizers provide?
Organizers must provide a thorough orientation covering the itinerary and local community context, plus practical matters such as transportation, medical care, access to places of worship, dietary needs, and technology access.
23) Who is eligible to apply for this grant?
Eligibility is limited to U.S.-based nonprofit organizations with IRS 501(c)(3) status (including think tanks and civil society/NGOs), as well as public or private educational institutions.
24) What is the maximum funding amount available under this opportunity?
The award ceiling is $500,000.
25) How many awards does the funder anticipate making?
The opportunity anticipates a single award.
26) What is the submission deadline?
The submission deadline is July 1, 2026.
27) What is the notice of funding opportunity (NOFO) number?
The notice of funding opportunity number is FY26BRAPDS0002.
28) Is renewal or continuation funding possible?
While one award is expected under this notice, the Embassy notes the program could potentially be renewed for up to two additional years if outcomes are strong and funding remains available.
29) What makes this program different from a general English teacher training?
The opportunity calls for a program that goes beyond general English teaching methods by focusing on the language demands of STEM fields, including technical vocabulary and discipline-specific communication practices, and by emphasizing EMI/CLIL approaches tied to real school-based practice.
30) What does "school-connected rather than purely lecture-based" mean in practice?
Based on the requirements listed, the in-person exchange should involve real school engagement such as classroom observation, co-teaching opportunities with local educators, and visits to schools including multilingual learner and ESL settings, rather than relying primarily on lecture-style sessions.
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