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The proliferation of approaches and methods is a prominent characteristic of contemporary second and foreign language teaching. To some, this reflects the strength of the teaching profession. Invention of new classroom practices and approaches to designing language programs and materials reflects a commitment to finding more efficient and more effective ways of teaching languages. The classroom teacher and the program coordinator have a wider variety of methodological options to choose from than ever before. They can choose methods and materials according to the needs of learners, the preferences of teachers, and the constraints of the school or educational setting. To others, however, the wide variety of method options currently available confuses rather than comforts. Methods appear to be based on very different views of what language is and how a language is learned. Some methods recommend apparently strange and unfamiliar classroom techniques and practices; others are described in books that are hard to locate, obscurely written, and difficult to understand. Above all, the practitioner is often bewildered by the lack of any comprehensive theory of what an approach and method are.

Some of the responses to these issues may take the form of new approaches and methods as the teaching profession responds to the findings of new research and to the developments in educational theory and practice. The initiatives for changing programs and pedagogy may come from within the profession as well as from demands of a political, social, or even fiscal nature. Therefore, identifying some of the factors that have influenced language teaching trends’ shifts in the past, and that can be expected to continue to do so in the future, is relevant.

(Available: https://www.novaconcursos.com.br/blog/pdf/richards-jack-c.-&-rodgers.pdf. Adapted.)

Consideram-se exemplos dos fatores aos quais se refere o segundo parágrafo, EXCETO:

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Learning the English language solely contributes to the professional integration of students, neglecting other social and cultural aspects.

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Learning the English language contributes to the development of intercultural awareness among students.

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Teaching English as a lingua franca exclusively values the linguistic patterns of native English speakers, such as Americans and Britons.

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Interdisciplinarity emerged as a response to the fragmentation of knowledge that occurred mainly in the 19th century.

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According to the National Common Curricular Base, the teaching of English language in elementary education should be exclusively centered on the culture and literature of English-speaking countries, neglecting Brazilian culture and linguistic diversity.

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The proposed organizing axes for teaching English should be treated separately, without any relation between them.

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Human rights are inherent to the human condition and, therefore, do not depend on any legislation for their validity. Thus, they are interdependent and indivisible, which means that we cannot choose to accept only some of them while ignoring the others.

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Authorial writing in the teaching of English is restricted to highly elaborated texts, excluding simpler forms of textual expression.

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In the communicative approach, foreign language teaching prioritizes the pragmatic and social meaning of language.