Kleiman (2013) conceives reading as a socially situated practice that enables students to interact critically with texts, emphasizing the construction of meaning rather than the passive extraction of information. Rojo (2012) reinforces the idea that reading in schools should be tied to students” social realities, allowing them to reflect on discourses, question power relations, and participate actively in society. Both advocate for multiliteracies and discursive diversity in educational contexts. Which of the following EFL classroom practices best aligns with Kleiman (2013) and Rojo's (2012) views on reading as a socially situated and critical practice?

According to Dudley-Evans and St John (1998), the role of the ESP teacher is extremely varied. In addition to being a language instructor, the ESP teacher should also act as:

I. Course designer and materials provider.

II. Needs analyst.

III. Content expert in the learners' field.

IV. Collaborator with subject specialists.

Which ones are correct?

Which of the following statements about ESP is NOT correct?

What is a core concept in Jenkins” (2000) Lingua Franca Core?

At a Brazilian public school, Ms. Letícia, who teaches English as a foreign language to a roomful of second-year of High School students, is planning a listening class. The aim is to develop listening comprehension and metacognitive listening strategies with authentic audio materials of teenage life in different countries. Analyze the statements below about the relation of teaching listening to teens and young adults, and mark T, if true, or F, if false.

( ) Metacognitive training in listening is proved not to influence the development of independent learning in adolescent learners (Vandergrift & Goh, 2012).

( ) According to Richards (2008), bottom-up listening skills prove to be more advantageous to teenage learners than top-down listening skills in genuine real communication contexts.

( ) In the research, Gilakjani and Sabouri (2016) revealed that one of the most common problems that stand in the way of listening comprehension for EFL learners is not understanding spoken reduced forms and connected speech.

( ) Field (2008) claims that there is little value in young adult learners practicing listening with authentic material to achieve listening fluency.

( ) Nation and Newton (2009) strongly believe that adolescents at the intermediate level must be regularly exposed to meaning-focused input types as an aspect of listening instruction.

( ) In Brown (2011), teaching listening to teenagers should center largely on assessing understanding rather than providing them with a range of strategies.

( ) According to Siegel (2018), explicit instruction of strategies of listening has achieved little success with adolescent EFL learners.

( ) Rost (2016) emphasizes motivation and affective engagement are paramount key elements when creating listening tasks for young adults.

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

According to Celani and Gouveia (2006), which of the following statements about teaching speaking to young learners in Brazil is INCORRECT?

In a classroom scenario, a teacher wants to encourage communicative speaking among teenagers in a public school. She organizes a role-play activity where students must simulate ordering food in a restaurant. Which of the following strategies is most effective according to communicative language teaching principles?

A teacher asks students to analize the following sentence:

“It was raining heavily; therefore, the match was postponed.”

What is the function of the word “therefore”?

In EFL contexts, integrating grammar into reading instruction is supported by communicative and text-based approaches. Mark the INCORRECT statement about this principle.

In EFL teaching, the relationship between tense (grammatical form) and time (semantic concept) is not always direct. Which of the following statements best reflects this distinction?