Questões de Concurso sobre Língua Inglesa e Educação

No contexto das novas tecnologias de comunicação, o ensino de Inglês deve considerar que:

Paulo Freire's distinction between "Banking Education" and "Problem-Posing Education" is fundamental for critical citizenship. In the context of an English class focused on social justice, identifying the characteristics of Problem-Posing Education is crucial. Select the alternative that correctly describes the teacher-student relationship in this model.

Michael Lewis, in his seminal work "The Lexical Approach," challenged the traditional grammar-translation dichotomy. According to the principles of the Lexical Approach, mark T for true and F for false statements:

(__)Language consists of grammaticalized lexis, not lexicalized grammar; therefore, the primary focus of teaching should be on multi-word chunks, collocations, and fixed expressions rather than isolated words + grammar rules.

(__)The distinction between vocabulary and grammar is invalid; instead, language is a continuum where fluency depends on the retrieval of pre-fabricated lexical items (chunks) from memory.

(__)Teachers should encourage students to analyze every sentence syntactically (parsing) to understand the underlying logic before attempting to speak, prioritizing accuracy over fluency.

(__)"De-lexicalized verbs" (e.g., have, get, do, make) are of low importance because they carry little meaning on their own, and teaching time should be spent on "content words" with rich specific meanings.

After analysis, choose the alternative that presents the correct sequence of the items above, from top to bottom:

Analyze the following sentences according to Text 2.

1. Effective ESL practice should encourage authentic and meaningful communication.

2. The integration of speaking, listening, reading, and writing aims to prepare students for standardized tests only.

3. Formative assessment in ESL practice involves observing progress continuously.

4. Digital tools are used in ESL classrooms because they limit students’ exposure to authentic English.

Choose the alternative which presents all the correct sentences.

When teaching complex grammatical structures such as the Causative form (have/get something done), teachers must address both the syntactic arrangement and the semantic implication of agency. Choose the alternative that correctly describes the semantic nuance of the causative in "She had her roof repaired".

The concept of "occluded genres," introduced by John Swales in the context of English for Academic Purposes (EAP) and genre analysis, refers to a specific category of texts that play a crucial role in the academy but are rarely seen by the public or students. Select the alternative that correctly defines these genres and provides accurate examples.

During an oral assessment, the teacher uses a rubric with criteria such as fluency, accuracy, pronunciation and interaction. This practice is an example of:

A student listens to different accents from the USA, England and India. The activity aims to raise awareness of:

A teacher asks students to write an email to a friend, following a model text and focusing on greeting, body and closing. This writing approach is best described as:

Analise a imagem a seguir.

Com base na imagem, recursos tecnológicos utilizados no ensino inclusivo de Língua Inglesa podem

A BNCC para a Língua Inglesa no Ensino Fundamental organiza os objetivos de aprendizagem em eixos que integram práticas de linguagem e dimensões do conhecimento. Sobre esses eixos, marque V, para as afirmativas verdadeiras, e F, para as falsas.

(__)O eixo da 'Oralidade' envolve as práticas de compreensão e produção oral, incluindo a negociação de sentidos em interações presenciais ou digitais.

(__)O eixo da 'Dimensão Intercultural' visa desenvolver a compreensão de que as culturas, especialmente as de língua inglesa, são superiores e devem servir de modelo para a cultura brasileira.

(__)O eixo 'Conhecimentos Linguísticos' foca na reflexão sobre o sistema da língua (gramática, léxico, fonologia) sempre a serviço das práticas comunicativas, e não como fim em si mesmo.

(__)A BNCC excluiu o eixo da 'Escrita' do currículo de Inglês, transferindo essa responsabilidade inteiramente para as aulas de Língua Portuguesa.

Após análise, assinale a alternativa que apresenta a sequência correta dos itens acima, de cima para baixo:

O trabalho com gêneros textuais em sala de aula permite que o aluno compreenda como a língua funciona em diferentes contextos sociais e propósitos comunicativos. Considerando as características estruturais e linguísticas de uma 'Abstract' (Resumo Acadêmico), assinale a alternativa que descreve corretamente esse gênero.

According to Paulo Freire, the “banking model of education” is characterized by:

A abordagem comunicativa (Communicative Language Teaching - CLT) transformou o ensino de línguas ao priorizar a função da linguagem sobre a forma. Nesse contexto, o papel do erro sofre uma ressignificação importante no processo de aprendizagem. Com base nos princípios da CLT, assinale a alternativa que descreve corretamente o tratamento do erro durante atividades de fluência.

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

Imagine que uma professora de inglês decidiu aceitar o convite do autor expresso no excerto “Now you’ve got the idea, try writing one. I don’t want to put any ideas into your head, but teachers make quite good subjects” e propôs que os alunos escrevessem um clerihew sobre os "good subjects" sugeridos. O clerihew que atende a solicitação da professora é

This part of educational process is extremely important and is the most superior method of intellectual education. Learning Activity Planning represents a:

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.