Questões de Concurso sobre Língua Inglesa

Which social issue is the meme highlighting?

Para combinar listening for the main idea of the text e listening for specific information durante uma atividade de compreensão oral, um aluno pode ouvir

Aprender uma língua estrangeira pode aumentar a consciência do funcionamento da própria língua materna. Isso ocorre

Segundo o texto, o principal objetivo do modelo TPACK é

Para o modelo TPACK, as três áreas de conhecimento

Choose the alternative that correctly completes the sentence, both in meaning and in grammar.

This book isn’t mine — it’s __________.

Analyze the statements below about the text and mark T, if true, or F, if false.

( ) 2025’s holiday season was when there was the most rain in California’s records.

( ) From all the droughts California has faced, two of the worst ever recorded happened in the last 15 years.

( ) It has been 15 years since the most destructive wildfire has ever hit California.

( ) Only three of California’s water supply reservoirs are below 70% of their capacity.

The correct order of filling in the parentheses, from top to bottom, is:

Read the passage adapted from the introduction of a book titled Language and Antiracism that reflects upon antiracist language education in universities.

INTRODUCTION

This book’s twofold goal integrates theory and praxis in an attempt to decolonize the curriculum. On the one hand, these pages aim to inform about theoretical aspects of racism and how it manifests in language programs. In this sense, this book is interested in establishing a conversation about topics that may help educators reflect on an antiracist approach to language teaching while providing the fundamental concepts necessary to be familiar with before attempting to implement it. On the other hand, from a more practical approach ‘concerned with the functional process of how the process of decolonization might happen’ (Ade-ojo, 2021: 1), this book aims to provide a theory-based pedagogical rationale and strategy to fight racism in the language classroom through instruction that integrates research-based contents related to the sociopolitical dimension of language (also referred to as sociopolitical contents [SPCs]) aiming to raise critical linguistic awareness (CLA) in relation to racism. The purpose of this book, then, is to combat racism within one institution that has historically perpetuated it: the university.

US educational institutions – and their educators – have the moral duty to transmit ethical beliefs framed within the national, or rather a-national, self-concept of a pluralistic, democratic, egalitarian ideology, as well as the knowledge and skills necessary to thrive, or at least survive, physically, psychologically and socially in our society and across societies in this globalized world. It is our duty as educators to break a system that echoes beliefs such as, quoting Princeton President Woodrow Wilson, ‘[T]he college is not for the majority who carry forward the common labor of the world [but] it is for the minority who plan, who conceive, who superintend’ (Veysey, 1970: 245, cited in Cabrera et al., 2017).

MAGRO, José L. Language and Antiracism. An Antiracist Approach to Teaching Language in the USA. Jackson: Multilingual Matters, 2023, pp. 15-6. (Adapted).

Choose the alternative that best completes the sentence: The objective of the book is to decolonize curriculum by

1._______________ familiar with diverse research methods in social sciences.

2._______________ speech acts associated with racist ideologies in different sociolinguistic situations and samples, including films, news, music, daily interactions and textbooks.

3._______________ through some samples of cultural and sociolinguistic contexts such as academia to identify stigmatized markers of racist cultural linguistic materiality.

4._______________ that antiracist fight is possible through reflecting, relating, comparing and contrasting different perspectives.

5._______________ on their own linguistic awareness development and agency throughout the course.

MAGRO, José L. Language and Antiracism. An Antiracist Approach to Teaching Language in the USA. Jackson: Multilingual Matters, 2023. (Adapted).

The items mentioned have to do with the outcomes of a foreign language class of which objective is to teach L2 language viewing antiracist practices. The verbs “become”; “identify”; “go”; “demonstrate”; “reflect”, have been extracted from the items. After reading the topics, choose the alternative that presents the verbs that fit the items, respectively.

In the end, weaving a meaningful narrative using music, images, video, text, and voice really made the assignment worthwhile. The video editing and text creation were important aspects of that process, but it is the people who watch the film — those who may not already love martial arts or understand why or how it came to the States — whom I kept in the forefront of my mind during the composition process. The struggle to accurately represent the views of others forced me to think critically about the way the film would be received and therefore I had to think critically about the various media I was collecting and composing for the documentary. As part of being able to choose my own topic and interview people I knew (and some I didn’t know that well), I learned that it’s important to frame others’ comments in ways that are fair to them while still choosing clips that are interesting to read or see. Ethics became a bigger concern when I knew the people whose words were being represented in my documentary. That’s something that may be more difficult to relay (to students, to audiences) when you’re dealing with impersonal texts. The creation of a research proposal for the documentary — while not a lot of people’s idea of a good time — was a great learning experience that helped me foresee the ethical choices I had to make in the media I used. The proposal allowed me to put what were just ideas down on paper in a way that could be systematically useful to both my professor and me. Even in a narrative text, the research you do can and should change the direction of that text. If I had been unflinching in my drive to sell my message, it is likely that the significance of the message itself would be lost. One of the biggest lessons I took away from this project was that being given more power over my education (i.e., choosing the genre, focus, and media for my assignments) gives me more motivation to perform. It’s something that I knew before but that was emphasized by this assignment. I liked all the other classes I took that semester, but I found myself worrying and working on the documentary in preference to other classes. Also, the assignments that led up to the documentary work focused on one aspect of the documentary process and were great preparation for the final project. For me, the introduction to technologies (such as the audio-editing software) was unnecessary because I’ve worked with them my whole life, but I can see how it was important to other members of the class, and I was able to help others who needed it if I already knew how to do a particular assignment or task. In the end, the sequence of individual media assignments leading up to our documentary research proposal, storyboard, interviews, and choices in editing the media clips provided me with a process in which I could understand how to ethically compose a multimedia text for a specific audience and purpose.

BALL, Cheryl E.; BOWEN, Tia Scoffield and FENN, Tyrell Brent. Genre and Transfer in a Multimodal Composition Class. In: BOWEN, Tracey; WHITHAUS, Carl (Eds.). Multimodal Literacies and Emerging Genres. Pittsburgh: University of Pittsburgh Press, 2013 pp. 20-1.

In this fragment of text you will find a report from an English student named Tyrell about his report on ending a course in digital genres. After reading the report, choose the sentence from the text that may represent the concept of ‘agency’ in practice as it relates to digital genres, multiliteracy and technology.

Language Pedagogy and Teacher Identity:

A Decolonial Lens to English Language Teaching from a Teacher Educator’s Experience

[...] Identity is a central category in ELT (English Language Teaching). For instance, several studies have been conducted to document English language teachers’ identities (ELTIs) and how they are constructed [...]. However, identity continues to be seen and researched within what Mignolo (2009) labels as the colonial difference. The colonial difference operates by converting differences into values and establishing a hierarchy of human beings ontologically and epistemically. Ontologically, it is assumed that there are inferior human beings. Epistemically, it is assumed that inferior human beings are rationally and aesthetically deficient.

In this respect, the ELT field has witnessed how colonial constructions of ELTIs have been combined with factors such as race, gender, ethnicity, class, language, and others [...].

Therefore, ELP (English Language Pedagogy) is a remnant of coloniality. In particular, ELP in ELT has separated the subjects from their bodies/identitary features and their geographical location regarding the teaching practice [...]. This attempt is evident in the insertion of the notion of competence as the only discourse mostly reproduced in teaching and teacher education. This unidirectional/dimensional discourse is what has caused that “English language teaching and learning identities are more oriented towards that goal of identifying decontextualized forms of being in the field of teaching” (Castañeda-Peña, 2018, p. 18). For instance, Grosfoguel (2010), when discussing coloniality, claims that: “By breaking the link between the subject of enunciation and the ethnic/racial/sexual/gender/epistemic place, Western philosophy and science manage to create a myth about a real universal knowledge that masks, that is, conceals not only the speaker but also the epistemic, geo and body-political place of the structures of colonial power/knowledge from which the subject speaks [...].

In line with decoloniality by Mignolo and Walsh (2018), we think of ELP otherwise – as “the ongoing serpentine movement toward possibilities of other modes of being, thinking, knowing, sensing, and living”; a movement only possible if those who enact ELP name it, reclaim it, and commit to “changing, disrupting, and dismantling the hegemonic relations” [...].

Therefore, I would like to resort to intersectionality – the intersection of different identitary features – to allow the recognition of whom we are based on what we do, as “who we are and from where we speak is highly relevant for the intellectual projects we are likely to pursue” (Moya, 2011, p. 79). Intersectionality can assist in claiming agency (Stone-Mediatore, 2003) in spaces and territories where colonial histories have been present [...].

Intersectional narratives are then discursive representations of experience in which there is conceptual integration among those conversing. In fact, intersectional narratives serve this study to ground concepts and interpretations for “knowledge co-creation, in which researchers and participants develop shared understandings and develop new ideas” (Galafassi et al., 2018, p. 9). This is why intersectional narratives in this study comprise a relevant theoretical construct indispensable to investigating epistemological ruptures [...].

Available in: https://revistas.unal.edu.co/index.php/profile/article/view/90754. Acess on: Feb. 10, 2026. (Adapted).

The article states that

An English teacher was reviewing embedded clauses with her advanced class when she wrote the sentence: "What the committee decided remains confidential." She asked students to analyze the underlined clause, noting that it cannot stand alone as a complete sentence, that it occupies the position typically filled by a noun phrase, and that "what" functions here not as an interrogative pronoun but as a clause introducer subordinating the entire embedded clause to the main verb "remains." Students correctly identified the syntactic function of this clause as:

Read the excerpt and answer the question: "Research on bilingual education consistently demonstrates that students who develop strong literacy skills in their first language acquire a second language more efficiently, a phenomenon linguists refer to as cross-linguistic transfer. Contrary to popular assumptions, maintaining and strengthening the mother tongue does not hinder foreign language acquisition; rather, it provides cognitive scaffolding upon which new linguistic knowledge is systematically built. Policies that disregard first-language literacy in favor of exclusive second-language immersion may therefore undermine the bilingual development they seek to promote." The passage's central argument is that first-language literacy:

A Abordagem Comunicativa (Communicative Language Teaching - CLT) é considerada um método, pois prescreve um conjunto fixo e sequencial de procedimentos de sala de aula, enquanto o Método Audiolingual é classificado como uma abordagem, por oferecer uma orientação filosófica ampla sem especificar técnicas de ensino.

Situação hipotética: Um estudante brasileiro, ao conversar com um falante nativo de inglês, diz: 'I will actually travel to the beach tomorrow'. Ele pretende comunicar que 'atualmente' está planejando a viagem. Assertiva: O uso do falso cognato 'actually' está incorreto nesse contexto, pois seu significado equivale a 'na verdade' ou 'de fato', e não a 'atualmente' (currently).

Situação hipotética: Para garantir a inclusão de um aluno com deficiência auditiva severa em uma atividade de compreensão oral (listening), um professor de inglês disponibiliza a transcrição do áudio e legendas em um vídeo. Assertiva: Essa prática está alinhada aos princípios da educação inclusiva e do Desenho Universal para a Aprendizagem (DUA), pois oferece múltiplos meios de representação da informação.

Analyze the following sentences and select the only one that is correctly expressed in the passive voice:

Professionalism in English Language Teaching requires some competencies. Based on Text 2, analyze the following statements and choose the CORRECT alternative whose proposition(s) is/are true.

I. Dealing with IA technologies.

II. Disciplinary content knowledge.

III. Pedagogical knowledge.

IV. Research publication.

V. Translation skills.

Based on Text 2, select the only alternative that correctly reflects its main focus:

Supported by Text 1, choose the alternative that correctly describes its main purpose: