Questões de Concurso sobre Língua Inglesa e Educação

O foco na comunicação em detrimento da correção gramatical.

O uso de jogos e atividades lúdicas em sala de aula.

Ansiedade elevada, baixa autoestima e baixa motivação.

Alta motivação, autoconfiança e um ambiente de aula acolhedor.

A exposição ao "input compreensível" (i+1) em si.

UDL restricts assessment to oral modes for fairness.

Differentiation contradicts common learning objectives.

Autonomy-supportive climates correlate with persistence.

Sensory accommodations compromise academic rigor.

Predictable routines reduce engagement by removing challenge.

Dynamic equivalence targets effect on the audience and culture.

Borrowing is prohibited in academic translation.

Calque always yields idiomatic English.

Modulation preserves original perspective and lexis strictly.

Skopos theory denies audience relevance.

Proceed with current materials; accessibility is the family’s responsibility.

Offer transcripts later; access during class is optional.

Ensure captioned resources or provide interpreters; adjust assessment modes.

Move the student to a different course with fewer media resources.

Replace all videos with textbook readings only.

The adoption of repertoire-based and socially situated practices that transcend language systems.

The development of two balanced native-like proficiencies in separate language domains.

The adoption of linguistic practices and semiotic dynamics shaped by national superiority.

The reinforcement of boundaries between dominant and minority languages through translanguaging.

Only I and II.

Only I and IV.

Only II and IV.

Only I, II and III.

I, II, III and IV.

A Metodologia é a ciência que estuda os objetivos educacionais gerais da sociedade, cabendo à Didática apenas a aplicação de técnicas de memorização de vocabulário e regras gramaticais em sala de aula.

A Didática foca-se unicamente na seleção de conteúdos programáticos, enquanto a Metodologia de Ensino é responsável exclusivamente pela avaliação da aprendizagem do aluno.

A Didática é sinônimo de Metodologia, sendo ambos os termos utilizados para descrever exclusivamente as abordagens comunicativas no ensino de línguas estrangeiras.

A Didática investiga a articulação entre o ensino e a aprendizagem, analisando os objetivos, métodos e condições do processo educativo, enquanto a Metodologia se refere ao conjunto de abordagens e técnicas específicas aplicadas ao ensino de uma disciplina, como a Língua Inglesa.

A integração das habilidades significa ensinar cada uma delas de forma completamente separada e isolada (e.g., uma aula inteira só de *reading*, outra só de *listening*), para evitar confusão no aluno.

Promover a integração das quatro habilidades torna a aula mais autêntica e semelhante ao uso real da língua, onde as habilidades são interdependentes, aumentando a motivação e a capacidade comunicativa do aluno.

O objetivo de integrar as habilidades é focar apenas em duas delas, geralmente *reading* e *writing* (receptiva e produtiva escrita), pois a fala e a audição são consideradas muito difíceis para alunos brasileiros.

A abordagem integrada foca exclusivamente no ensino da fala (*speaking*), considerando as outras três habilidades (ler, ouvir, escrever) como secundárias e menos importantes para a comunicação.

The concern lies in replacing all regional languages with English as the sole foreign language taught in Brazilian schools.

The concern is how language instruction is framed in the BNCC and considers the policy implications of this approach for educational inequality and exclusion.

The main concern is assessing student performance in international standardized tests as outlined by the BNCC.

The central focus is to expand instructional time allocated to mathematics and science subjects.

The concern addresses how language instruction is framed in the BNCC and considers the policy implications of this approach for educational equity and inclusion.

Activities that explore and compare cultural practices, values, and communication styles between English-speaking countries and the students' own cultures.

Lessons centered exclusively on grammar instruction and translation exercises, emphasizing structural accuracy and linguistic form while neglecting communicative and intercultural dimensions of language use.

Emphasis on vocabulary and verb tense memorization through repetitive drills, prioritizing linguistic accuracy over cultural interpretation or contextual meaning.

Focus on preparing students for standardized English proficiency exams, emphasizing test-taking strategies and measurable linguistic outcomes rather than cultural reflection.

Use of literary and informational texts from British and American authors as the sole cultural reference, concentrating primarily on grammar and reading comprehension skills.

Have students translate the entire text word-for-word into Portuguese and memorize vocabulary lists of art-related terms, then take a multiple-choice grammar test on passive voice and relative clauses, without discussing the exhibition's themes or contemporary art movements.

Design a lesson that begins with art−technology predictions, includes collaborative reading with vocabulary support, fosters discussion on posthumanism and technology's social role, guides research on Filip Popov in comparison with Brazilian artists, and ends with reflective writing on art's function.

Focus on grammar exercises extracting sentences from the text to drill verb tenses and prepositions, ignoring thematic content, cultural context, and the text's communicative purpose, as grammar mastery must precede any meaningful engagement with authentic texts.

Tell students that contemporary art texts like this are too complex and culturally distant for Brazilian learners, therefore they should only read simplified, adapted texts about Brazilian artists to avoid frustration and maintain motivation.

The teacher starts a brief class discussion in English asking “What do you know about climate change?” and “Why is it a global issue?”.

The teacher explains the skimming and scanning reading strategies using visual aids, and reads the glossary with the students.

Students scan the article in pairs to answer “What is the article mainly about?” and the teacher distributes a worksheet with vocabulary from the text.

Students are assigned to write a short article about climate change, using specific vocabulary from the text they read.

encourages the participation of students with disabilities in controlled communicative situations, offering support if requested by them, so that they develop independence in language use through direct experience.

proposes challenging linguistic tasks with constant teacher support, maintaining clear instructions and fixed response models to ensure that students with disabilities complete the activities as expected from the outset.

develops proposals in which students with disabilities carry out tasks independently, based on strategies previously taught by the teacher, promoting language use despite interaction with more experienced peers.

creates situations of authentic language use, providing gradual and adaptive support according to the needs of students with disabilities, so they participate and construct meaning collaboratively.

adimensional

bidimensional

unidimensional

multidimensional

it is important to – to conclude – who – we move on – to conclude that

we begin by – in order – who – we move on – to conclude that

it is important to – first – which – we move on – to conclude that

we begin by – next – which – we move on – we finish concluding

we begin by – second – who – we move on – we finish concluding

To show students language samples produced by native speakers with different accents.

To show students language samples produced by non-native and native speakers, emphasizing which uses are correct and which ones are not.

To show students language samples produced by non-native and native speakers, emphasizing that the language is not owned by a specific group of people.

To show students the advantages of learning English abroad and with native speakers.

To show students language samples of standard English, emphasizing language variation in the US and in England.

reading to learn grammar and reading to learn vocabulary.

reading to get informed and reading for pleasure.

reading slowly and reading in a fast pace.

reading linearly and reading in detail.

reading to grasp the main idea and reading to find specific information.

I, II, and IV are correct.

I and IV are correct.

II and III are correct.

Only I is correct.

III and V are correct.

Withdraw from global partnerships to focus on strengthening local curricula and regional agreements (e.g., MERCOSUR), ensuring complete protection of local autonomy.

Eradicate the need for foreign language proficiency in local research production, assuming that digital translation tools are sufficient to mediate all global scientific communication.

Request the adoption of globally standardized curriculum models (e.g., European or North American) to ensure universal quality, erasing unique local or regional content.

Focus the institutional resources on facilitating student and faculty mobility to Western countries, believing that international exposure will naturally harmonize global and local demands.

Design a curriculum that integrates global perspectives and international benchmarks while simultaneously using local, context-specific challenges as the primary focus for research and teaching.

Creating a program of volunteer ambassadors composed of international students (incoming) to act as project mentors and cultural mediators in classrooms.

Reforming the Pedagogical Course Projects (PPCs) to include global competencies and curricula with comparative international modules (IoC).

Allocating the remaining budget not used for IaH to fully finance long-term outbound mobility scholarships for the students with only the highest academic performance.

Promoting intercultural sharing events on campus (e.g., cultural weeks, conversation groups with incoming mobility) to utilize the existing diversity.

Encouraging professors to integrate hybrid methodologies, such as Collaborative Online International Learning (COIL), into their regular undergraduate courses.