Foram encontradas 47.586 questões.
[…] One of the things we need to do in English
language education is grasp the entanglements of
English (Pennycook, 2021; 2022b). If we want to
understand the role, spread and position of English in
the world, and our role as language educators in relation
to this, we need ways to think about how English (or
any language) is interwoven with social, cultural,
material and political relations. […]
One of the real difficulties is coming to grips with
the complexities at stake here. […] Leya Mathew
(2022) sheds light on the desperate cycle of hope,
desire, disappointment and inequality with which
English is involved in southern India. Disenfranchised,
lower-caste women want access to English for their
children, which they see as a means for social mobility
for the next generation. Those who already have such
access advise against this, promoting first language
education. As we know, promotion of first-language
education for those who feel that their upward mobility
may depend on English is always a fraught argument,
and the poor may spurn education in the first language,
instead finding themselves paying for poor quality rote
English that may not provide the ticket to change that
is hoped for. Thus, the hegemonic role of English in a
post-colonial context like India is constantly reproduced,
and the agents of this reproduction may be impoverished
women as much as wealthier men. English for these
mothers becomes, at least in their eyes, a tool for
emancipation from class and caste-based segregation
and subjugation, and yet, English language education
and policies also serve to maintain these inequalities.
As English language educators, we have to grasp
these complexities, and understand all these local
instantiations of English. This is not about local varieties
of English nor about one hegemonic role for English but
rather a complexity of entangled relations. It is into
these spaces that we teach.
(Adapted from: PENNYCOOK, A.; SILVESTRE, V. P. V.; PESSOA, R. R. Reflections on Critical Applied Linguistics and Decoloniality: a follow-up conversation with Alastair Pennycook. Calidoscópio, São Leopoldo, v. 20, n. 2, p. 568–569, 2022. DOI: 10.4013/cld.2022.202.12.
Provas
[…] One of the things we need to do in English
language education is grasp the entanglements of
English (Pennycook, 2021; 2022b). If we want to
understand the role, spread and position of English in
the world, and our role as language educators in relation
to this, we need ways to think about how English (or
any language) is interwoven with social, cultural,
material and political relations. […]
One of the real difficulties is coming to grips with
the complexities at stake here. […] Leya Mathew
(2022) sheds light on the desperate cycle of hope,
desire, disappointment and inequality with which
English is involved in southern India. Disenfranchised,
lower-caste women want access to English for their
children, which they see as a means for social mobility
for the next generation. Those who already have such
access advise against this, promoting first language
education. As we know, promotion of first-language
education for those who feel that their upward mobility
may depend on English is always a fraught argument,
and the poor may spurn education in the first language,
instead finding themselves paying for poor quality rote
English that may not provide the ticket to change that
is hoped for. Thus, the hegemonic role of English in a
post-colonial context like India is constantly reproduced,
and the agents of this reproduction may be impoverished
women as much as wealthier men. English for these
mothers becomes, at least in their eyes, a tool for
emancipation from class and caste-based segregation
and subjugation, and yet, English language education
and policies also serve to maintain these inequalities.
As English language educators, we have to grasp
these complexities, and understand all these local
instantiations of English. This is not about local varieties
of English nor about one hegemonic role for English but
rather a complexity of entangled relations. It is into
these spaces that we teach.
(Adapted from: PENNYCOOK, A.; SILVESTRE, V. P. V.; PESSOA, R. R. Reflections on Critical Applied Linguistics and Decoloniality: a follow-up conversation with Alastair Pennycook. Calidoscópio, São Leopoldo, v. 20, n. 2, p. 568–569, 2022. DOI: 10.4013/cld.2022.202.12.
Provas
I - Savoirs (knowledge) is primarily defined as deep declarative knowledge regarding the core cultural values and historical traditions specific to the target-language country, disregarding social groups and processes.
II - Savoir comprendre (skills of interpreting and relating) requires a learner to interpret a document or event from another culture, explain it, and relate it to documents or events from their own culture, without relying on real-time interaction with a target-culture interlocutor.
III - Savoir s’engager (critical cultural awareness) posits that language teachers should remain politically neutral and guide students to evaluate cultural practices using purely subjective, personal moral codes.
IV - The primary distinction between savoir comprendre and savoir apprendre/faire is that the former operates on existing knowledge and documents, whereas the latter involves acquiring new cultural knowledge and operating it in real-time constraints of social interaction.
V - According to Byram, a speaker who possesses high linguistic competence (fluency, native-like accent, advanced syntax) automatically fulfills the prerequisites for Intercultural Communicative Competence (ICC).
Which statements are correct?
Provas
“Waiting for the Barbarians” by C.P. Cavafy
What are we waiting for, assembled in the forum?
The barbarians are due here today.
Why isn’t anything going on in the senate?
Why are the senators sitting there without legislating?
Because the barbarians are coming today.
What’s the point of senators making laws now?
Once the barbarians are here, they’ll do the legislating.
Why did our emperor get up so early,
and why is he sitting enthroned at the city’s main gate,
in state, wearing the crown?
Because the barbarians are coming today
and the emperor’s waiting to receive their leader.
He’s even got a scroll to give him,
loaded with titles, with imposing names.
Why have our two consuls and praetors come out today
wearing their embroidered, their scarlet togas?
Why have they put on bracelets with so many amethysts,
rings sparkling with magnificent emeralds?
Why are they carrying elegant canes
beautifully worked in silver and gold?
Because the barbarians are coming today
and things like that dazzle the barbarians.
Why don’t our distinguished orators turn up as usual
to make their speeches, say what they have to say?
Because the barbarians are coming today
and they’re bored by rhetoric and public speaking.
Why this sudden bewilderment, this confusion?
(How serious people’s faces have become.)
Why are the streets and squares emptying so rapidly,
everyone going home lost in thought?
Because night has fallen and the barbarians haven't
come.
And some of our men just in from the border say
there are no barbarians any longer.
Now what’s going to happen to us without barbarians?
Those people were a kind of solution.
“Identities can be held together by narratives, in short, without essences: you don’t get to be called ‘English’ because there’s an essence this label follows; you’re English because our rules determine that you are entitled to the label—that you are connected in the right way with a place called England. […] The story of the golden nugget suggests that we can’t help caring about the traditions of ‘the West’ because they are ours: in fact, the opposite is true. They are ours only if we care about them. A culture of liberty, tolerance, and rational inquiry: that would be a good idea. But these values represent choices to make, not tracks laid down by a Western destiny.”
(Adapted from: APPIAH, Kwame Anthony. The lies that bind: rethinking identity. New York: Liveright Publishing Corporation, 2018. p. 151-159)
Which statement is NOT consistent with Appiah’s interpretation of Cavafy’s poem “Waiting for the Barbarians” mentioned above?
Provas
- Gramática - Língua InglesaVerbos | VerbsPresente progressivo | Present continuous
- Gramática - Língua InglesaVerbos | VerbsInfinitivo e gerúndio | Infinitive and gerund
“Waiting for the Barbarians” by C.P. Cavafy
What are we waiting for, assembled in the forum?
The barbarians are due here today.
Why isn’t anything going on in the senate?
Why are the senators sitting there without legislating?
Because the barbarians are coming today.
What’s the point of senators making laws now?
Once the barbarians are here, they’ll do the legislating.
Why did our emperor get up so early,
and why is he sitting enthroned at the city’s main gate,
in state, wearing the crown?
Because the barbarians are coming today
and the emperor’s waiting to receive their leader.
He’s even got a scroll to give him,
loaded with titles, with imposing names.
Why have our two consuls and praetors come out today
wearing their embroidered, their scarlet togas?
Why have they put on bracelets with so many amethysts,
rings sparkling with magnificent emeralds?
Why are they carrying elegant canes
beautifully worked in silver and gold?
Because the barbarians are coming today
and things like that dazzle the barbarians.
Why don’t our distinguished orators turn up as usual
to make their speeches, say what they have to say?
Because the barbarians are coming today
and they’re bored by rhetoric and public speaking.
Why this sudden bewilderment, this confusion?
(How serious people’s faces have become.)
Why are the streets and squares emptying so rapidly,
everyone going home lost in thought?
Because night has fallen and the barbarians haven't
come.
And some of our men just in from the border say
there are no barbarians any longer.
Now what’s going to happen to us without barbarians?
Those people were a kind of solution.
(1) Continuous verbs
(2) Gerunds acting as nouns
(3) Adjectives
( ) “Why are the senators sitting there without legislating?” (l. 4)
( ) “Once the barbarians are here, they’ll do the legislating” (l. 7)
( ) “Why have they put on bracelets with so many amethysts, rings sparkling with magnificent emeralds?” (l. 17-18)
( ) “Now what’s going to happen to us without barbarians?” (l. 35)
( ) “loaded with titles, with imposing names.” (l. 14)
( ) “and they’re bored by rhetoric and public speaking” (l. 26)
Select the alternative with the correct sequence from top to bottom.
Provas
“Waiting for the Barbarians” by C.P. Cavafy
What are we waiting for, assembled in the forum?
The barbarians are due here today.
Why isn’t anything going on in the senate?
Why are the senators sitting there without legislating?
Because the barbarians are coming today.
What’s the point of senators making laws now?
Once the barbarians are here, they’ll do the legislating.
Why did our emperor get up so early,
and why is he sitting enthroned at the city’s main gate,
in state, wearing the crown?
Because the barbarians are coming today
and the emperor’s waiting to receive their leader.
He’s even got a scroll to give him,
loaded with titles, with imposing names.
Why have our two consuls and praetors come out today
wearing their embroidered, their scarlet togas?
Why have they put on bracelets with so many amethysts,
rings sparkling with magnificent emeralds?
Why are they carrying elegant canes
beautifully worked in silver and gold?
Because the barbarians are coming today
and things like that dazzle the barbarians.
Why don’t our distinguished orators turn up as usual
to make their speeches, say what they have to say?
Because the barbarians are coming today
and they’re bored by rhetoric and public speaking.
Why this sudden bewilderment, this confusion?
(How serious people’s faces have become.)
Why are the streets and squares emptying so rapidly,
everyone going home lost in thought?
Because night has fallen and the barbarians haven't
come.
And some of our men just in from the border say
there are no barbarians any longer.
Now what’s going to happen to us without barbarians?
Those people were a kind of solution.
Provas
Provas
a. ___________ creates anticipation and gets students thinking about previous experiences they may have had about the topic before they read about it. b. It is important that readers be able to get the main idea of a text, and ___________ can help as the reader restates the meaning in his or her own words. c. The main idea of a paragraph is sometimes stated in the ___________ of a paragraph. d. ___________ are words and phrases that join parts of a text together just like the bands in a watch strap. e. ___________ is to look rapidly for specific information. f. ___________ — for gist or overview.
(Adapted from: FARRELL, T. S. C. Teaching reading to English language learners: a reflective guide. Thousand Oaks: Corwin Press, 2009)
Identify the correct sequence of the missing words in the text from top to bottom.
Provas
I - The concept of ELF problematizes the notion of language “ownership”—historically attributed to the native speaker—and decenters Anglo-American standards. From the perspective of Critical Literacy, this entails the teacher problematizing the very erasure of non-hegemonic varieties.
II - Understanding English as an AL implies recognizing that the new language integrates into the student’s plurilingual repertoire in an additive, rather than subtractive, manner. However, for Critical Literacy to occur, pedagogical practice must go beyond the affirmation of identity, equipping the student to unveil how mastery of a global language reproduces or challenges geopolitical and class-based asymmetries.
III - Critical pedagogy applied to ELT presupposes the adoption of a “didactics of tolerance,” in which an exclusive focus on mutual intelligibility suspends the need to reflect on local linguistic norms, thereby legitimizing any discursive output based on the argument of cultural hybridization.
IV - Within the framework of Critical Literacy, pedagogical practice adopting ELF must abandon the teaching of the standard norm or prestige varieties. This is because the focus on social emancipation demands the rejection of any hegemonic linguistic conventions, which are viewed purely as instruments of oppression and linguistic colonization.
V - The connection between AL and Critical Literacy presupposes that the process of meaning-making in a new language is a space of agency and contestation. Thus, classroom language practices must equip the student to “rewrite” and subvert hegemonic discourses, using English not as a code to be imitated, but as a resource for social performativity and the creation of new meanings.
The correct statements are
Provas
Disciplina: Inglês (Língua Inglesa)
Banca: FLEM
Orgão: Pref. Riachão Jacuípe-BA
Motivation as a Dynamic Process in Language Learning
Motivation has long been recognised as an
important element in second-language learning.
Nevertheless, researchers have increasingly
questioned the idea that learners are either motivated
or unmotivated as if motivation were a permanent
personal trait. Studies conducted in different
educational contexts have shown that motivation may
change across lessons, tasks, stages of education,
and experiences of success or failure.
Self-determination theory distinguishes between
controlled and more autonomous forms of motivation. A
learner may initially study English because of external
pressure, an examination, or the expectation of
future employment. Such motives are not necessarily
ineffective. They may gradually become more
internalised if learners understand the value of the
activity, perceive that they are making progress, and
connect language learning with personally meaningful
goals.
Autonomous motivation is supported when
learners experience a sense of competence, a degree
of meaningful choice, and constructive relationships
with teachers and classmates. Choice, however,
should not be confused with the absence of guidance.
Asking learners to choose among purposeful tasks,
texts, or modes of participation can strengthen agency,
whereas offering options without clear goals may
produce uncertainty rather than engagement.
Teachers also influence motivation through the
way they respond to difficulty. A teacher may say,
“I have noticed that some of you give up when you
cannot understand every word in these recordings.” If
learners interpret temporary difficulty as evidence that
they lack ability, they may withdraw from participation.
If, instead, they are taught how to listen selectively, use
context, notice stressed words, recognise changes in
intonation, and become familiar with different accents,
difficulty can become evidence of what still needs to
be learned.
Support should help learners persist with
demanding tasks without taking over the decisions
that belong to them. Excessive control may produce
short-term compliance while weakening long-term
engagement. By contrast, structured guidance,
achievable challenge, informative feedback, and
opportunities to revise work can help learners develop
both competence and ownership of their learning.
Motivationally responsive teaching may also
involve literature. Short stories, poems, dramatic
scenes, and spoken-word performances can connect
language with imagination, identity, history, and
social experience. Allowing learners some choice
among texts may increase personal relevance, but
meaningful literary learning still requires attention to
language, genre, authorship, historical context, and
interpretation. Motivation is therefore not created by
entertainment alone; it develops when learners can
see value in demanding work and believe that they
are capable of progressing through it.
Adaptado de: NOELS, Kimberly A.; VARGAS LASCANO, Dayuma I.; SAUMURE, Kristie. The development of self-determination across the language course: trajectories of motivational change and the dynamic interplay of psychological needs, orientations, and engagement. Studies in Second Language Acquisition, v. 41, n. 4, p. 821-851, 20
Considerando o quarto parágrafo do texto e os conteúdos relativos à compreensão oral, a intervenção mais adequada consiste em
Provas
Caderno Container