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Text CB1A2
Currently, the Digital Euro has not been launched — though there are signs that a launch may be coming sooner rather than later. By October 2025, the ECB (European Central Bank) has indicated a second phase of the preparation for the Digital Euro. By then, the ECB will have prepared an outreach plan, procurement standards, and technology providers.
The Digital Euro has potential downsides, many of them echoed in the other launches of central bank digital currencies. For example, the central bank will become a technology company focused on procurement with central points of failure. This was a breeding ground for corruption for the bureaucrat fortunate enough to make these technical choices in China.
While the Digital Euro is slated to “coexist” with cash, this also comes when EU (European Union) nations are voting on ending end-to-end encryption (a critical digital privacy tool) and have started to restrict cash with limits being placed on how much you can spend in cash to accelerate its slow demise.
User privacy is said to be the ECB’s “chief concern” as it has been designing the central bank’s digital currency. Certainly, the ECB is aware of public perception that has negative surveillance, control, and privacy implications in mind. The ECB has been at pains to say that the Digital Euro will “coexist” with cash and that unlike the e-CNY (China’s central bank digital coin) it will not be tied to a “social credit” score or place limits on how money is spent.
A big part of the ECB’s drive towards the Digital Euro is to compete and pry Europeans away from Bitcoin, cryptocurrencies, and “stablecoins”.
Central bank digital currencies are a direct liability of the central bank. Since the central bank has the power to issue currency, this means that the central bank can essentially create “digital euros” if it wishes to. The architecture and data within a central bank digital currency are usually built completely by the central bank supported by private vendors of its choice. In China, the central bank has turned away from a distributed ledger technology to a centralized data store, in which the technical details are pretty scant. Hence, the central bank controls everything, and the system has no external access.
Internet: <www.forbes.com/sites> (adapted).
Provas
Questão presente nas seguintes provas
3714176
Ano: 2025
Disciplina: Inglês (Língua Inglesa)
Banca: EDUCA
Orgão: Pref. São João Rio Peixe-PB
Disciplina: Inglês (Língua Inglesa)
Banca: EDUCA
Orgão: Pref. São João Rio Peixe-PB
Provas:
TEXT 2
GRAMMAR
Most English language teachers are probably comfortable
using the word ‘grammar’. There is an established
grammatical tradition within ELT, and terms such as
‘tense’, ‘conditional form’, or ‘defining relative clause’ are
likely to be familiar even to relatively inexperienced
teachers. Grammar is often thought of as something
reliable and predictable, but although the term is a
keyword in the ELT profession, it is somewhat under-examined. A look at the word’s history reveals a perhaps
surprising amount of variation and inconsistency.
The word ‘grammar’ comes originally from Ancient Greek
grammatike (‘pertaining to letters/written language’).
Grammar was one of the ‘liberal arts’ taught in Ancient
Greece, and in Rome from around the fifth century BC,
although at this time it was a wider area of study than
today, including textual and aesthetic criticism and literary
history. Its study continued in Europe in medieval times
and beyond, with grammar being taught at schools
alongside logic and rhetoric in what was known as the
‘trivium’.
The tradition of studying the grammar of English in British
schools did not emerge until the 16th century (Howatt with
Widdowson 2004: 77) — until then, studying grammar at
school meant studying Latin or Ancient Greek, not
vernacular languages. Indeed, the first grammar of
English, Bullokar’s Pamphlet for Grammar (1586), is said
to have been written to demonstrate that the English
language was in fact rule-based and could be analysed in
the same way as Latin (Linn 2006: 74).
Grammar has lost its status as a distinct subject in the
school curriculum but the word has continued (since 1530
according to the Oxford English Dictionary) to be used as
a countable noun meaning ‘a book describing the grammar
of a language’.
Content extracted and adapted from:
https://academic.oup.com/eltj/articleabstract/74/2/198/5805512?redirectedFrom=fulltext
Provas
Questão presente nas seguintes provas
3714175
Ano: 2025
Disciplina: Inglês (Língua Inglesa)
Banca: EDUCA
Orgão: Pref. São João Rio Peixe-PB
Disciplina: Inglês (Língua Inglesa)
Banca: EDUCA
Orgão: Pref. São João Rio Peixe-PB
Provas:
TEXT 2
GRAMMAR
Most English language teachers are probably comfortable
using the word ‘grammar’. There is an established
grammatical tradition within ELT, and terms such as
‘tense’, ‘conditional form’, or ‘defining relative clause’ are
likely to be familiar even to relatively inexperienced
teachers. Grammar is often thought of as something
reliable and predictable, but although the term is a
keyword in the ELT profession, it is somewhat under-examined. A look at the word’s history reveals a perhaps
surprising amount of variation and inconsistency.
The word ‘grammar’ comes originally from Ancient Greek
grammatike (‘pertaining to letters/written language’).
Grammar was one of the ‘liberal arts’ taught in Ancient
Greece, and in Rome from around the fifth century BC,
although at this time it was a wider area of study than
today, including textual and aesthetic criticism and literary
history. Its study continued in Europe in medieval times
and beyond, with grammar being taught at schools
alongside logic and rhetoric in what was known as the
‘trivium’.
The tradition of studying the grammar of English in British
schools did not emerge until the 16th century (Howatt with
Widdowson 2004: 77) — until then, studying grammar at
school meant studying Latin or Ancient Greek, not
vernacular languages. Indeed, the first grammar of
English, Bullokar’s Pamphlet for Grammar (1586), is said
to have been written to demonstrate that the English
language was in fact rule-based and could be analysed in
the same way as Latin (Linn 2006: 74).
Grammar has lost its status as a distinct subject in the
school curriculum but the word has continued (since 1530
according to the Oxford English Dictionary) to be used as
a countable noun meaning ‘a book describing the grammar
of a language’.
Content extracted and adapted from:
https://academic.oup.com/eltj/articleabstract/74/2/198/5805512?redirectedFrom=fulltext
Provas
Questão presente nas seguintes provas
3714174
Ano: 2025
Disciplina: Inglês (Língua Inglesa)
Banca: EDUCA
Orgão: Pref. São João Rio Peixe-PB
Disciplina: Inglês (Língua Inglesa)
Banca: EDUCA
Orgão: Pref. São João Rio Peixe-PB
Provas:
TEXT 2
GRAMMAR
Most English language teachers are probably comfortable
using the word ‘grammar’. There is an established
grammatical tradition within ELT, and terms such as
‘tense’, ‘conditional form’, or ‘defining relative clause’ are
likely to be familiar even to relatively inexperienced
teachers. Grammar is often thought of as something
reliable and predictable, but although the term is a
keyword in the ELT profession, it is somewhat under-examined. A look at the word’s history reveals a perhaps
surprising amount of variation and inconsistency.
The word ‘grammar’ comes originally from Ancient Greek
grammatike (‘pertaining to letters/written language’).
Grammar was one of the ‘liberal arts’ taught in Ancient
Greece, and in Rome from around the fifth century BC,
although at this time it was a wider area of study than
today, including textual and aesthetic criticism and literary
history. Its study continued in Europe in medieval times
and beyond, with grammar being taught at schools
alongside logic and rhetoric in what was known as the
‘trivium’.
The tradition of studying the grammar of English in British
schools did not emerge until the 16th century (Howatt with
Widdowson 2004: 77) — until then, studying grammar at
school meant studying Latin or Ancient Greek, not
vernacular languages. Indeed, the first grammar of
English, Bullokar’s Pamphlet for Grammar (1586), is said
to have been written to demonstrate that the English
language was in fact rule-based and could be analysed in
the same way as Latin (Linn 2006: 74).
Grammar has lost its status as a distinct subject in the
school curriculum but the word has continued (since 1530
according to the Oxford English Dictionary) to be used as
a countable noun meaning ‘a book describing the grammar
of a language’.
Content extracted and adapted from:
https://academic.oup.com/eltj/articleabstract/74/2/198/5805512?redirectedFrom=fulltext
Provas
Questão presente nas seguintes provas
3714173
Ano: 2025
Disciplina: Inglês (Língua Inglesa)
Banca: EDUCA
Orgão: Pref. São João Rio Peixe-PB
Disciplina: Inglês (Língua Inglesa)
Banca: EDUCA
Orgão: Pref. São João Rio Peixe-PB
Provas:
TEXT 2
GRAMMAR
Most English language teachers are probably comfortable
using the word ‘grammar’. There is an established
grammatical tradition within ELT, and terms such as
‘tense’, ‘conditional form’, or ‘defining relative clause’ are
likely to be familiar even to relatively inexperienced
teachers. Grammar is often thought of as something
reliable and predictable, but although the term is a
keyword in the ELT profession, it is somewhat under-examined. A look at the word’s history reveals a perhaps
surprising amount of variation and inconsistency.
The word ‘grammar’ comes originally from Ancient Greek
grammatike (‘pertaining to letters/written language’).
Grammar was one of the ‘liberal arts’ taught in Ancient
Greece, and in Rome from around the fifth century BC,
although at this time it was a wider area of study than
today, including textual and aesthetic criticism and literary
history. Its study continued in Europe in medieval times
and beyond, with grammar being taught at schools
alongside logic and rhetoric in what was known as the
‘trivium’.
The tradition of studying the grammar of English in British
schools did not emerge until the 16th century (Howatt with
Widdowson 2004: 77) — until then, studying grammar at
school meant studying Latin or Ancient Greek, not
vernacular languages. Indeed, the first grammar of
English, Bullokar’s Pamphlet for Grammar (1586), is said
to have been written to demonstrate that the English
language was in fact rule-based and could be analysed in
the same way as Latin (Linn 2006: 74).
Grammar has lost its status as a distinct subject in the
school curriculum but the word has continued (since 1530
according to the Oxford English Dictionary) to be used as
a countable noun meaning ‘a book describing the grammar
of a language’.
Content extracted and adapted from:
https://academic.oup.com/eltj/articleabstract/74/2/198/5805512?redirectedFrom=fulltext
Provas
Questão presente nas seguintes provas
3714172
Ano: 2025
Disciplina: Inglês (Língua Inglesa)
Banca: EDUCA
Orgão: Pref. São João Rio Peixe-PB
Disciplina: Inglês (Língua Inglesa)
Banca: EDUCA
Orgão: Pref. São João Rio Peixe-PB
Provas:
TEXT 2
GRAMMAR
Most English language teachers are probably comfortable
using the word ‘grammar’. There is an established
grammatical tradition within ELT, and terms such as
‘tense’, ‘conditional form’, or ‘defining relative clause’ are
likely to be familiar even to relatively inexperienced
teachers. Grammar is often thought of as something
reliable and predictable, but although the term is a
keyword in the ELT profession, it is somewhat under-examined. A look at the word’s history reveals a perhaps
surprising amount of variation and inconsistency.
The word ‘grammar’ comes originally from Ancient Greek
grammatike (‘pertaining to letters/written language’).
Grammar was one of the ‘liberal arts’ taught in Ancient
Greece, and in Rome from around the fifth century BC,
although at this time it was a wider area of study than
today, including textual and aesthetic criticism and literary
history. Its study continued in Europe in medieval times
and beyond, with grammar being taught at schools
alongside logic and rhetoric in what was known as the
‘trivium’.
The tradition of studying the grammar of English in British
schools did not emerge until the 16th century (Howatt with
Widdowson 2004: 77) — until then, studying grammar at
school meant studying Latin or Ancient Greek, not
vernacular languages. Indeed, the first grammar of
English, Bullokar’s Pamphlet for Grammar (1586), is said
to have been written to demonstrate that the English
language was in fact rule-based and could be analysed in
the same way as Latin (Linn 2006: 74).
Grammar has lost its status as a distinct subject in the
school curriculum but the word has continued (since 1530
according to the Oxford English Dictionary) to be used as
a countable noun meaning ‘a book describing the grammar
of a language’.
Content extracted and adapted from:
https://academic.oup.com/eltj/articleabstract/74/2/198/5805512?redirectedFrom=fulltext
Provas
Questão presente nas seguintes provas
3714171
Ano: 2025
Disciplina: Inglês (Língua Inglesa)
Banca: EDUCA
Orgão: Pref. São João Rio Peixe-PB
Disciplina: Inglês (Língua Inglesa)
Banca: EDUCA
Orgão: Pref. São João Rio Peixe-PB
Provas:
TEXT 1
NATIVE-SPEAKERISM
Framing the Issue
Native-speakerism is an ideology that upholdsthe idea that
so-called “native speakers” are the best models and
teachers of English because they represent a “Western
culture” from which spring the ideals both of English and
of the methodology for teaching it (Holliday, 2005, p. 6).
As an ideology, it is a system of ideas that represents a
distorted worldview that supports a particular vested
interest. The vested interest in the case of nativespeakerism is the promotion by the ELT industry of the
so-called “native speaker” brand. The realization that this
is an ideologically constructed brand derives from
Phillipson’s (1992) linguistic imperialism thesis that the
concept of the “native speaker” as a superior model and
teacher was explicitly constructed by American and British aid agencies in the 1960s to support their agenda of
spreading English as a global product.
Further indication that the “native speaker” brand is an
ideological construction is that the native-non-native
speaker distinction is not self-evident on technical
linguistic or even nationality grounds. It is instead a
professionally popularized distinction that has been falsely
associated with cultural orientation (Kubota & Lin, 2006).
Teachers who are labeled “native speakers” have been
falsely idealized as organized and autonomous in fitting
with the common yet mistaken description of so-called
“individualist cultures” of the West; while teachers who
are labeled “non-native speakers” are demonized as
deficient in these attributes in fitting with the common yet
mistaken description of so-called “collectivist cultures” of
the non-West (Holliday, 2005, p. 19, citing Kubota,
Kumaravadivelu, Nayar, and Pennycook). The collectivist
stereotype is itself considered to be a Western construction
of non-Western cultural deficiency. An example of this is
a British teacher’s reference to a superior “native speaker”
“birthright” at the same time as criticizing, albeit without
foundation, not only the linguistic and pedagogic
performance, but also the cultural background and
proficiency of his “non-native speaker” colleagues
(Holliday & Aboshiha, 2009, p. 667).
The Othering of teachers who are labeled “non-native
speakers” therefore results in a cultural disbelief—not
believing in their ability to teach English within a Western,
and indeed superficially constructed “learning group
ideal” that is characterized by “active” oral expression,
initiation, self-direction, and students working in groups
and pairs (Holliday, 2005, p. 44). The association of the
“non-native speaker” label with deficiency is also deeply
rooted within a wider and equally mistaken Western
perception that people from non-Western cultural
backgrounds are unable to be critical and self-determined.
Excerpt extracted and adapted from:
https://adrianholliday.com/wp-content/uploads/2017/02/nativespeakerism-proofs.pdf
Provas
Questão presente nas seguintes provas
3714170
Ano: 2025
Disciplina: Inglês (Língua Inglesa)
Banca: EDUCA
Orgão: Pref. São João Rio Peixe-PB
Disciplina: Inglês (Língua Inglesa)
Banca: EDUCA
Orgão: Pref. São João Rio Peixe-PB
Provas:
TEXT 1
NATIVE-SPEAKERISM
Framing the Issue
Native-speakerism is an ideology that upholdsthe idea that
so-called “native speakers” are the best models and
teachers of English because they represent a “Western
culture” from which spring the ideals both of English and
of the methodology for teaching it (Holliday, 2005, p. 6).
As an ideology, it is a system of ideas that represents a
distorted worldview that supports a particular vested
interest. The vested interest in the case of nativespeakerism is the promotion by the ELT industry of the
so-called “native speaker” brand. The realization that this
is an ideologically constructed brand derives from
Phillipson’s (1992) linguistic imperialism thesis that the
concept of the “native speaker” as a superior model and
teacher was explicitly constructed by American and British aid agencies in the 1960s to support their agenda of
spreading English as a global product.
Further indication that the “native speaker” brand is an
ideological construction is that the native-non-native
speaker distinction is not self-evident on technical
linguistic or even nationality grounds. It is instead a
professionally popularized distinction that has been falsely
associated with cultural orientation (Kubota & Lin, 2006).
Teachers who are labeled “native speakers” have been
falsely idealized as organized and autonomous in fitting
with the common yet mistaken description of so-called
“individualist cultures” of the West; while teachers who
are labeled “non-native speakers” are demonized as
deficient in these attributes in fitting with the common yet
mistaken description of so-called “collectivist cultures” of
the non-West (Holliday, 2005, p. 19, citing Kubota,
Kumaravadivelu, Nayar, and Pennycook). The collectivist
stereotype is itself considered to be a Western construction
of non-Western cultural deficiency. An example of this is
a British teacher’s reference to a superior “native speaker”
“birthright” at the same time as criticizing, albeit without
foundation, not only the linguistic and pedagogic
performance, but also the cultural background and
proficiency of his “non-native speaker” colleagues
(Holliday & Aboshiha, 2009, p. 667).
The Othering of teachers who are labeled “non-native
speakers” therefore results in a cultural disbelief—not
believing in their ability to teach English within a Western,
and indeed superficially constructed “learning group
ideal” that is characterized by “active” oral expression,
initiation, self-direction, and students working in groups
and pairs (Holliday, 2005, p. 44). The association of the
“non-native speaker” label with deficiency is also deeply
rooted within a wider and equally mistaken Western
perception that people from non-Western cultural
backgrounds are unable to be critical and self-determined.
Excerpt extracted and adapted from:
https://adrianholliday.com/wp-content/uploads/2017/02/nativespeakerism-proofs.pdf
Provas
Questão presente nas seguintes provas
3714169
Ano: 2025
Disciplina: Inglês (Língua Inglesa)
Banca: EDUCA
Orgão: Pref. São João Rio Peixe-PB
Disciplina: Inglês (Língua Inglesa)
Banca: EDUCA
Orgão: Pref. São João Rio Peixe-PB
Provas:
TEXT 1
NATIVE-SPEAKERISM
Framing the Issue
Native-speakerism is an ideology that upholdsthe idea that
so-called “native speakers” are the best models and
teachers of English because they represent a “Western
culture” from which spring the ideals both of English and
of the methodology for teaching it (Holliday, 2005, p. 6).
As an ideology, it is a system of ideas that represents a
distorted worldview that supports a particular vested
interest. The vested interest in the case of nativespeakerism is the promotion by the ELT industry of the
so-called “native speaker” brand. The realization that this
is an ideologically constructed brand derives from
Phillipson’s (1992) linguistic imperialism thesis that the
concept of the “native speaker” as a superior model and
teacher was explicitly constructed by American and British aid agencies in the 1960s to support their agenda of
spreading English as a global product.
Further indication that the “native speaker” brand is an
ideological construction is that the native-non-native
speaker distinction is not self-evident on technical
linguistic or even nationality grounds. It is instead a
professionally popularized distinction that has been falsely
associated with cultural orientation (Kubota & Lin, 2006).
Teachers who are labeled “native speakers” have been
falsely idealized as organized and autonomous in fitting
with the common yet mistaken description of so-called
“individualist cultures” of the West; while teachers who
are labeled “non-native speakers” are demonized as
deficient in these attributes in fitting with the common yet
mistaken description of so-called “collectivist cultures” of
the non-West (Holliday, 2005, p. 19, citing Kubota,
Kumaravadivelu, Nayar, and Pennycook). The collectivist
stereotype is itself considered to be a Western construction
of non-Western cultural deficiency. An example of this is
a British teacher’s reference to a superior “native speaker”
“birthright” at the same time as criticizing, albeit without
foundation, not only the linguistic and pedagogic
performance, but also the cultural background and
proficiency of his “non-native speaker” colleagues
(Holliday & Aboshiha, 2009, p. 667).
The Othering of teachers who are labeled “non-native
speakers” therefore results in a cultural disbelief—not
believing in their ability to teach English within a Western,
and indeed superficially constructed “learning group
ideal” that is characterized by “active” oral expression,
initiation, self-direction, and students working in groups
and pairs (Holliday, 2005, p. 44). The association of the
“non-native speaker” label with deficiency is also deeply
rooted within a wider and equally mistaken Western
perception that people from non-Western cultural
backgrounds are unable to be critical and self-determined.
Excerpt extracted and adapted from:
https://adrianholliday.com/wp-content/uploads/2017/02/nativespeakerism-proofs.pdf
Provas
Questão presente nas seguintes provas
3714168
Ano: 2025
Disciplina: Inglês (Língua Inglesa)
Banca: EDUCA
Orgão: Pref. São João Rio Peixe-PB
Disciplina: Inglês (Língua Inglesa)
Banca: EDUCA
Orgão: Pref. São João Rio Peixe-PB
Provas:
TEXT 1
NATIVE-SPEAKERISM
Framing the Issue
Native-speakerism is an ideology that upholdsthe idea that
so-called “native speakers” are the best models and
teachers of English because they represent a “Western
culture” from which spring the ideals both of English and
of the methodology for teaching it (Holliday, 2005, p. 6).
As an ideology, it is a system of ideas that represents a
distorted worldview that supports a particular vested
interest. The vested interest in the case of nativespeakerism is the promotion by the ELT industry of the
so-called “native speaker” brand. The realization that this
is an ideologically constructed brand derives from
Phillipson’s (1992) linguistic imperialism thesis that the
concept of the “native speaker” as a superior model and
teacher was explicitly constructed by American and British aid agencies in the 1960s to support their agenda of
spreading English as a global product.
Further indication that the “native speaker” brand is an
ideological construction is that the native-non-native
speaker distinction is not self-evident on technical
linguistic or even nationality grounds. It is instead a
professionally popularized distinction that has been falsely
associated with cultural orientation (Kubota & Lin, 2006).
Teachers who are labeled “native speakers” have been
falsely idealized as organized and autonomous in fitting
with the common yet mistaken description of so-called
“individualist cultures” of the West; while teachers who
are labeled “non-native speakers” are demonized as
deficient in these attributes in fitting with the common yet
mistaken description of so-called “collectivist cultures” of
the non-West (Holliday, 2005, p. 19, citing Kubota,
Kumaravadivelu, Nayar, and Pennycook). The collectivist
stereotype is itself considered to be a Western construction
of non-Western cultural deficiency. An example of this is
a British teacher’s reference to a superior “native speaker”
“birthright” at the same time as criticizing, albeit without
foundation, not only the linguistic and pedagogic
performance, but also the cultural background and
proficiency of his “non-native speaker” colleagues
(Holliday & Aboshiha, 2009, p. 667).
The Othering of teachers who are labeled “non-native
speakers” therefore results in a cultural disbelief—not
believing in their ability to teach English within a Western,
and indeed superficially constructed “learning group
ideal” that is characterized by “active” oral expression,
initiation, self-direction, and students working in groups
and pairs (Holliday, 2005, p. 44). The association of the
“non-native speaker” label with deficiency is also deeply
rooted within a wider and equally mistaken Western
perception that people from non-Western cultural
backgrounds are unable to be critical and self-determined.
Excerpt extracted and adapted from:
https://adrianholliday.com/wp-content/uploads/2017/02/nativespeakerism-proofs.pdf
Provas
Questão presente nas seguintes provas
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