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The institutional internationalization strategy (aligned with Brazilian governmental goals) requires a “meaningful review of internal procedures” to facilitate interaction with foreign partners and mandates the development of a supporting “foreign language policy.”
In your role of supervising the internationalization projects, which combination of the following actions represents the most complete and effective design for meeting the requirements of a meaningful procedural review of internal procedures and increasing the university's feasibility for foreign interaction?
I. Reviewing and ensuring key administrative forms (e.g., student registration, research clearance) and the official institutional website are available in a basic bilingual format (Portuguese/English), thereby implementing a basic component of the language policy.
II. Establishing a formal policy and training program to ensure frontline administrative staff can provide basic bilingual (Portuguese/English) reception and guidance for international researchers and visitors.
III. Creating a dedicated internal committee to periodically analyze the time taken for internal approval processes (e.g., partnership agreements, ethical review) and propose streamlined, international-friendly timelines and procedures.
IV. Limiting all new institutional research collaboration to countries that share the Portuguese language, avoiding the complexity of adapting internal language policy and administrative procedures.
V. Developing highly technical English-only documentation for all internal processes, assuming all international partners are proficient in the language of globalization.
A
I, III, and IV are correct.
B
II, III, and V are correct.
C
II, IV, and V are correct.
D
I, II, and IV are correct.
E
I, II, and III are correct.
During a postgraduate seminar focused on sustainable development, taught by a visiting European professor, a conflict arises: the professor insists that a major Brazilian research paper on local agroecology practices is 'not rigorous enough' because it relies heavily on local, community-based knowledge systems (traditional knowledge) rather than exclusively on Western, quantitative methodologies, which are prioritized in the Global North literature used in the course. Brazilian students feel their local epistemic tradition is being dismissed.
Which intervention strategy best aligns with Critical and Decolonial Perspectives to resolve the conflict and promote Epistemic Justice in the classroom?
A
Establish a policy requiring all incoming visiting professors to undergo mandatory, in-depth training on Brazilian cultural norms. Doing local research priorities before the start of the semester.
B
Facilitate a structured debate on Epistemic Justice, using the students' research as a case study to discuss the legitimacy of diverse knowledge systems (e.g., traditional, local). Also, the need for pluriversality in scientific methodology, with the goal of institutionalizing this approach in future joint seminars.
C
Advise the students to translate their use of traditional knowledge into high-quality, academic English. This way, linguistic perfection will automatically neutralize the professor's methodological critique.
D
Mediate a private discussion between the professor and the students by offering the professor supplementary Brazilian literature translated into English. Thus, clarifying the context and preventing open political debate in the classroom.
E
Demand that the Brazilian students rework their papers by adding a comparative section that translates the local methodology into Western quantitative metrics. This would ensure the final output meets the globally recognized standards required for the degree.
Take this statement into consideration:
“This is the typical situation nowadays in all multilingual societies where groups are expected to acquire two powerful languages with no recognition of the existing proficiency in the languages which they already possess. The focus on language rather than on content, on the how rather than on the what as condition for participation, lead to serious injustices, especially as content can be delivered in any language with appropriate infrastructure such as translations or multilingual instruction.”
Which linguistic and curricular policy action should be prioritized to go against the injustice caused by the excessive focus on form/language, ensuring that content remains accessible to all?
A
Transfer the responsibility for language proficiency to Basic Education, limiting the university's scope to extension projects focused on the Portuguese language.
B
Concentrate the resources on training professors to become native English speakers (Inner Circle), eliminating the need for translation infrastructure.
C
Require faculty and students to ignore the political implications of language and focus solely on the neutral, technical, and scientific aspects of academic content.
D
Make the completion of a standardized English proficiency exam (e.g., TOEFL ITP) in the first semester mandatory, using the result as the main condition for student participation in all internationalized projects and courses.
E
The development of supportive infrastructure and the motivation of methodologies that recognize and value students' existing linguistic proficiency for accessing content.
The university currently requires a standardized test (like TOEFL ITP) for student exchange eligibility, despite the academic critique (as seen in the texts) that such tests focus on “standard written English grammar” and operate based on a 'tacit acceptance of colonial models' by upholding the native/non-native binary.
You are tasked with proposing reforms that align the university's practices to advance Internationalization at Home (IaH). Therefore, which strategic action should be prioritized to replace the current standard assessment and genuinely align the university’s proficiency evaluation with Translingualism and a critical, decolonial internationalization?
A
Implement an institutional proficiency test designed by the EAP (English for Academic Purposes) department that focuses on assessing students' ability to construct meaning and use diverse linguistic/semiotic resources (translingual practices) in academic tasks.
B
Adopt the TOEFL ITP results but develop a parallel curriculum where students debate the test's colonial nature, separating the political critique from the official administrative procedure.
C
Eliminate English proficiency assessments for international mobility, arguing that any test inevitably perpetuates the native/non-native binary, thus ensuring a fully decolonial process.
D
Impose that faculty members who teach EMI (English Medium of Instruction) courses undergo training to exclusively correct all student errors back to standard native grammar (UK/US), thereby elevating the quality of local communication.
E
Replace the TOEFL ITP with an assessment focused on the acquisition of heritage languages (e.g., Italian, German), arguing that linguistic diversification automatically solves the problem of English hegemony.
A 6th-grade English teacher is planning a lesson using an excerpt from Text 1 and Text 2. Which alternative reflects an appropriate learning goal and a corresponding classroom strategy for using these materials?
A
Goal: promoting reading engagement and interpretive thinking through multimodal comparison. Strategy: guiding students to compare how mood and character traits appear in both versions.
B
Goal: fostering reading engagement and critical thinking through translanguaging. Strategy: asking students to identify how punctuation and verb tenses change from one genre to another across texts.
C
Goal: exploring how verbal-visual language reproduces colonial power and social hierarchies. Strategy: providing a lecture contrasting Kipling’s ideology with postcolonial reinterpretations of his work.
D
Goal: developing students’ ability to memorize authentic literary expressions. Strategy: assigning lines from the literary text and the manga for memorization and repetition in pairs.
In a high school English class, students are using one of the AI tools described in the article to practice informal conversation. Based on the impacts mentioned in the article, how can the teacher promote students’ autonomy and critical use of AI?
A
Encouraging students to explore dialogues like the one described in: “The user can follow the flow of a dialogue between native speakers, revealing one message at a time and figuring out unfamiliar terms as they appear”. No further validation is required, as the tool adjusts to the learner’s level.
B
Asking students to repeat and memorize sentences from scenes such as: “Each scene is unique and generated on the spot — it might be a street vendor talking to a customer, two coworkers meeting on the subway” in order to internalize spontaneous native speech.
C
Asking students to complete exercises based on input like: “The user describes a situation, such as ‘asking for directions’ or ‘finding a lost passport’, and receives vocabulary, phrases, and grammar tips adapted to that context”, to promote autonomous reactions towards AI feedback.
D
Encouraging students to reflect on content like: “Occasionally, it uses certain expressions and slang incorrectly — or even makes them up. LLM are still not perfect, and that is why it is important to cross-check with reliable sources”. Students compare output with trustworthy references before using them.
Ano:
2025
Banca:
Instituto AOCP
Read the lyrics by Nina Simone:
Ain't got no home, ain't got no shoes
Ain't got no money, ain't got no class
Ain't got no skirts, ain't got no sweaters
Ain't got no perfume, ain't got no love
Ain't got no faith
Ain't got no culture, ain't got no mother
Ain't got no father, ain't got no brother
Ain't got no children, ain't got no aunts
Ain't got no uncles, ain't got no love
Ain't got no mind
Ain't got no country ain't got no schooling
Ain't got no friends, ain't got no nothing
Ain't got no water, ain't got no air
Ain't got no smokes, ain't got no ticket
Ain't got no water, ain't got no love
Ain't got no hair, ain't got no God
Ain't got no wine, ain't got no money
Ain't got no bed, ain't got no God
Ain't got no love
What have I got?
Why am I alive anyway?
Yeah, what have I got?
Nobody can take away
Source: https://www.letras.mus.br/nina-simone/aint-got-noigot-life/
As an English teacher, how would you explain the linguistic choices of the song based on the recommendations brought by the Brazilian National Common Core Curriculum (Base Nacional Comum Curricular)?
A
The use of the double negative in English is incorrect.
B
The singer does not seem to use English appropriately due to the lack of educational opportunities.
C
The use of the double negative is legitimate and a social marker.
D
“Ain’t” should be replaced by “isn’t” or “aren’t”.
E
“Ain’t” should be replaced by “haven’t”.
Ano:
2025
Banca:
Instituto AOCP
If a teacher uses assessment instruments such as portfolios, projects, diaries; and provides students with the chance to produce different versions of their assignments after receiving feedback, what kind of assessment does the teacher follow?
A
Summative assessment.
B
Communicative assessment.
C
Grammar-based assessment.
D
Formative assessment.
E
Banking assessment.
Ano:
2025
Banca:
Instituto AOCP
From the perspective of multiliteracies, it is possible to affirm that
A
language teaching should focus on verbal language and on how it is used in different textual genres.
B
language teaching should focus on the multiple ways meanings are produced and on their effects in society.
C
language teaching should focus on multiple grammatical forms and their possible meanings.
D
language teaching should encompass the multiple meanings produced by native speakers.
E
language teaching should focus on the meanings of multimodal texts irrespective of their contexts of production.
Ano:
2025
Banca:
Instituto AOCP
In English language teaching, communicative activities are
A
activities that require pronunciation practice.
B
activities that involve the practice of language forms.
C
controlled activities such as fill-in-the-gaps.
D
activities that have a primary focus on meaning.
E
activities that involve problematizing social norms.
Assessment in English teaching serves diagnostic, formative, and summative purposes, guiding instructional decisions and monitoring student progress. Which example represents formative assessment?
A
Final exams administered at the end of a course.
B
Standardized national tests for ranking purposes.
C
Weekly quizzes used to adjust ongoing teaching strategies.
D
Oral presentations used only for grading.
Em uma turma do 6º ano, o professor introduziu o ensino de advérbios de modo em inglês usando exemplos desconexos e pouco vinculados ao cotidiano dos estudantes. Após algumas aulas, percebeu que os alunos se sentiam desmotivados e apresentavam dificuldades na aplicação prática dos advérbios. Nesse contexto, qual estratégia contribui para retomar o interesse e potencializar o aprendizado?
A
Propor tarefas contextualizadas, como a descrição de rotinas diárias, enfatizando o uso de advérbios em situações reais.
B
Priorizar a memorização de listas extensas de advérbios, dispensando atividades dialógicas em sala de aula.
C
Corrigir individualmente cada erro gramatical, suspendendo debates coletivos durante as aulas.
D
Distribuir exercícios repetitivos em que os alunos completem frases sem relacionar o conteúdo às suas vivências.
Comprehensible input - spoken language that is understandable to the learner - or just a little beyond the learner’s level; basic interpersonal communication skills and the belief that learners benefit from delaying production until speech “emerges” are characteristics of
A
task-based learning.
B
the Natural Approach.
C
the Audiolingual Method.
D
the Direct Method.
A well-structured lesson plan defines clear learning objectives, appropriate activities, and methods for evaluation, ensuring coherence and effectiveness throughout the class. In planning an English lesson, which step should come first?
A
Plan group dynamics before knowing the class profile.
B
Focus solely on preparing assessment tests.
C
Choose textbooks randomly.
D
Define specific learning objectives.
In an interactive lesson, the teacher uses gestures and asks students to act out certain words. For instance, students hop when they hear "rabbit" and roar when they hear "lion." What teaching method is being applied?
A
Silent Way
B
Reading Approach
C
Total Physical Response
D
Grammar Translation
E
Communicative Language Teaching
According to Lourdes Ortega (2011), there are different approaches to explaining variability of L2 learning across individuals. The following excerpt is related to a critical approach:
“As Norton and Toohey (2001) explain, in this perspective constructs such as motivation, aptitude, and other individual differences are reconceptualized as stemming from the interplay between people’s understanding of themselves in the world and the constraints, material and symbolic, that their worlds afford them. These understandings are dialectically shaped by the hopes and aspirations of individuals and by the power structures of the societal milieus that they inhabit”
ORTEGA, 2011, p. 179. In: SIMPSON, J. (Ed.) The Routledge Handbook of Applied Linguistics.
London: Routledge, 2011).
Which statement best exemplifies the critical perspective in language learning?
A
A student who prefers visual aids will excel when the teacher uses videos, diagrams, or written notes in the lesson.
B
In a classroom, a teacher might notice that students with higher aptitude scores tend to grasp grammar rules faster or acquire vocabulary more easily.
C
A student might correctly use the past tense in one conversation but struggle with it the next day. This variability is not seen as a failure but as a sign that the learner’s system is adjusting and adapting as they process more input.
D
An immigrant child learning the language of the host country might experience both motivation and demotivation based on their experiences of inclusion or exclusion.
According to Leffa and Guimarães and Silva (In: SILVA & DIAS, 2020), the teaching of English in Integrated High School with Technical Education in the Federal Institute of Education, Science and Technology has its own particularities.
Select the statement that best elucidates its objective:
A
Development of only instrumental command of the language, with the objective of reading technical texts in the area of training.
B
Maintenance of the dualistic heritage of professional education in Brazil.
C
Articulation between the skills necessary for the profession and the development of critical citizenship education.
D
Use of coercive methodology, with a focus on teaching grammar.
When teaching English as a Lingua Franca, teachers
A
can emphasize intelligibility and the ability to convey meaning rather than focusing solely on grammar perfection or accent.
B
should not expose students to English speakers from different countries and regions.
C
must not encourage students to recognize various accents as part of the global ELF context.
D
could adopt a unique accent of English and let students speak their own dialects freely outside the classroom.
E
need to embrace the diversity of students’ English usage while always considering the hegemonic accents.
Effective language instruction often incorporates a variety of materials beyond textbooks to create dynamic learning environments and foster student engagement. Which resource best complements textbook-based English learning?
A
Use of authentic materials such as podcasts and news articles.
B
Translation of outdated novels with archaic language.
C
Sole reliance on printed grammar exercises.
D
Dictation exercises conducted in silence.
Ano:
2025
An English teacher asks their group of 16-year-old students to read the internet post “Top 10 Educational Blogs for Teens” and decide on one of the blogs to follow during the semester. After going through the material, the group chooses blog #6 Science News for Students, which is introduced as follows:
#6 Science News for Students
Created by the Society for Science, this blog is dedicated to promoting a love for science in teenagers by presenting complex topics in a clear and understandable manner. It covers a wide range of scientific subjects, from biology and chemistry to astronomy and environmental science.
What is so special about Science News for Students is its well-written, easy-to-understand content that not only informs but also inspires. It gives young learners the opportunity to stay updated on the latest scientific advancements, encouraging their curiosity and critical thinking.
https://www.nshss.org/resources/blog/blog-posts/top-10-educational-blogs-for-teens. Acesso em 22.04.2025. Adaptado
In order to decide on the objectives for the unit on the blog “Science News for Students”, the teacher resorts to the following chart on learning strategies.
Learning Strategies
STRATEGY | DEFINITION |
Set goals | Develop personal objectives for a task |
Self-assessment | Judge how well you are doing/did on the task |
Plan how to study | Arrange for conditions that help you learn |
Ask if it Makes Sense | Check understanding and production to keep track of progress and identify problems |
Selectively Attend/ scanning | Identification of specific information |
Transfer | Use previously acquired linguistic knowledge |
Personalize/ contextualize | Relate information to personal experiences |
Inference | Make guesses based on previous knowledge/ use context clues |
Ask Questions to Clarify | Ask for verification. Pose questions to self |
CHAMOT, Anna et al. The learning strategies handbook: creating independent learners. New York: Longman, 1999. Adaptado.
Apart from teaching reading in English, the teacher is also highly concerned with developing their students” autonomy as learners. Considering that the option for the blog Science News for Students resulted from negotiation between the group and not necessarily from individual interests, the teacher will help promote their students” autonomy if, for the work with the blog, proposes that they
A
establish some personal language and content objectives for following the blog and learning from it.
B
translate excerpts from the blog and ask a classmate to assess how well the task has been performed.
C
follow the blog with the aim of identifying specific information, as detailed comprehension of an authentic text will be impossible for them.
D
translate the blog passages that they have difficulties with and, while doing so, ask for language clarification from the teacher.
E
personalize their reading in the sense that they should worry about reading only the passages they feel capable of.
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