Questões de Concurso
Comentadas sobre advérbios de: lugar, modo, tempo e freqüência | adverbs of: place, manner, time and frequency em inglês
Foram encontradas 92 questões
Read Text I and answer the fourteen questions that follow it
Text I The “literacy turn” in education: reexamining
what it means to be literate
In response to the phenomena of mass migration and the emergence of digital communications media that defined the last decade of the 20th century, the New London Group (NLG) called for a broader view of literacy and literacy teaching in its 1996 manifesto, A Pedagogy of Multiliteracies: Designing Social Futures. The group argued that literacy pedagogy in education must (1) reflect the increasing cultural and linguistic diversity of the contemporary globalized world, and (2) account for the new kinds of texts and textual engagement that have emerged in the wake of new information and multimedia technologies. In order to better capture the plurality of discourses, languages, and media, they proposed the term ‘multiliteracies’.
Within the NLG’s pedagogy of multiliteracies, language and
other modes of communication are viewed as dynamic resources
for meaning making that undergo constant changes in the
dynamics of language use as learners attempt to achieve their
own purposes. Within this broader view of literacy and literacy
teaching, learners are no longer “users as decoders of language”
but rather “designers of meaning.” Meaning is not viewed as
something that resides in texts; rather, deriving meaning is
considered an active and dynamic process in which learners
combine and creatively apply both linguistic and other semiotic
resources (e.g., visual, gesture, sound, etc.) with an awareness of
“the sets of conventions connected with semiotic activity [...] in a
given social space” (NLG, 1996, p. 74).
Grounded within the view that learning develops in social,
cultural, and material contexts as a result of collaborative
interactions, NLG argued that instantiating literacy-based
teaching in classrooms calls on the complex integration and
interaction of four pedagogical components that are neither
hierarchical nor linear and can at times overlap: situated practice,
overt instruction, critical framing, and transformed practice. […]
Although the NLG’s pedagogy of multiliteracies was
conceived as a “statement of general principle” (1996, p. 89) for
schools, the group’s call for educators to recognize the diversity
and social situatedness of literacy has had a lasting impact on
foreign language (FL) teaching and learning. The reception of the
group’s work along with that of other scholars from critical
pedagogy appeared at a time when the field was becoming less
solidly anchored in theories of L2 acquisition and more interested
in the social practice of FL education itself. In the section that
follows, we describe the current state of FL literacy studies as it
has developed in recent years, before finally turning to some very
recent emerging trends that we are likely to see develop going
forward.
(Adapted from: https://www.colorado.edu/center/altec/sites/default/files/ attachedfiles/moving_toward_multiliteracies_in_foreign_language_teaching.pdf)
Read Text I and answer the fourteen questions that follow it
Text I The “literacy turn” in education: reexamining
what it means to be literate
In response to the phenomena of mass migration and the emergence of digital communications media that defined the last decade of the 20th century, the New London Group (NLG) called for a broader view of literacy and literacy teaching in its 1996 manifesto, A Pedagogy of Multiliteracies: Designing Social Futures. The group argued that literacy pedagogy in education must (1) reflect the increasing cultural and linguistic diversity of the contemporary globalized world, and (2) account for the new kinds of texts and textual engagement that have emerged in the wake of new information and multimedia technologies. In order to better capture the plurality of discourses, languages, and media, they proposed the term ‘multiliteracies’.
Within the NLG’s pedagogy of multiliteracies, language and
other modes of communication are viewed as dynamic resources
for meaning making that undergo constant changes in the
dynamics of language use as learners attempt to achieve their
own purposes. Within this broader view of literacy and literacy
teaching, learners are no longer “users as decoders of language”
but rather “designers of meaning.” Meaning is not viewed as
something that resides in texts; rather, deriving meaning is
considered an active and dynamic process in which learners
combine and creatively apply both linguistic and other semiotic
resources (e.g., visual, gesture, sound, etc.) with an awareness of
“the sets of conventions connected with semiotic activity [...] in a
given social space” (NLG, 1996, p. 74).
Grounded within the view that learning develops in social,
cultural, and material contexts as a result of collaborative
interactions, NLG argued that instantiating literacy-based
teaching in classrooms calls on the complex integration and
interaction of four pedagogical components that are neither
hierarchical nor linear and can at times overlap: situated practice,
overt instruction, critical framing, and transformed practice. […]
Although the NLG’s pedagogy of multiliteracies was
conceived as a “statement of general principle” (1996, p. 89) for
schools, the group’s call for educators to recognize the diversity
and social situatedness of literacy has had a lasting impact on
foreign language (FL) teaching and learning. The reception of the
group’s work along with that of other scholars from critical
pedagogy appeared at a time when the field was becoming less
solidly anchored in theories of L2 acquisition and more interested
in the social practice of FL education itself. In the section that
follows, we describe the current state of FL literacy studies as it
has developed in recent years, before finally turning to some very
recent emerging trends that we are likely to see develop going
forward.
(Adapted from: https://www.colorado.edu/center/altec/sites/default/files/ attachedfiles/moving_toward_multiliteracies_in_foreign_language_teaching.pdf)
Read Text I and answer the fourteen questions that follow it
Text I The “literacy turn” in education: reexamining
what it means to be literate
In response to the phenomena of mass migration and the emergence of digital communications media that defined the last decade of the 20th century, the New London Group (NLG) called for a broader view of literacy and literacy teaching in its 1996 manifesto, A Pedagogy of Multiliteracies: Designing Social Futures. The group argued that literacy pedagogy in education must (1) reflect the increasing cultural and linguistic diversity of the contemporary globalized world, and (2) account for the new kinds of texts and textual engagement that have emerged in the wake of new information and multimedia technologies. In order to better capture the plurality of discourses, languages, and media, they proposed the term ‘multiliteracies’.
Within the NLG’s pedagogy of multiliteracies, language and
other modes of communication are viewed as dynamic resources
for meaning making that undergo constant changes in the
dynamics of language use as learners attempt to achieve their
own purposes. Within this broader view of literacy and literacy
teaching, learners are no longer “users as decoders of language”
but rather “designers of meaning.” Meaning is not viewed as
something that resides in texts; rather, deriving meaning is
considered an active and dynamic process in which learners
combine and creatively apply both linguistic and other semiotic
resources (e.g., visual, gesture, sound, etc.) with an awareness of
“the sets of conventions connected with semiotic activity [...] in a
given social space” (NLG, 1996, p. 74).
Grounded within the view that learning develops in social,
cultural, and material contexts as a result of collaborative
interactions, NLG argued that instantiating literacy-based
teaching in classrooms calls on the complex integration and
interaction of four pedagogical components that are neither
hierarchical nor linear and can at times overlap: situated practice,
overt instruction, critical framing, and transformed practice. […]
Although the NLG’s pedagogy of multiliteracies was
conceived as a “statement of general principle” (1996, p. 89) for
schools, the group’s call for educators to recognize the diversity
and social situatedness of literacy has had a lasting impact on
foreign language (FL) teaching and learning. The reception of the
group’s work along with that of other scholars from critical
pedagogy appeared at a time when the field was becoming less
solidly anchored in theories of L2 acquisition and more interested
in the social practice of FL education itself. In the section that
follows, we describe the current state of FL literacy studies as it
has developed in recent years, before finally turning to some very
recent emerging trends that we are likely to see develop going
forward.
(Adapted from: https://www.colorado.edu/center/altec/sites/default/files/ attachedfiles/moving_toward_multiliteracies_in_foreign_language_teaching.pdf)
A lawyer used ChatGPT to prepare a court filing. It went horribly awry.
A lawyer who relied on ChatGPT to prepare a court filing on behalf of a man suing an airline is now all too familiar with the artificial intelligence (AI) tool’s shortcomings — including its propensity to invent facts.
Roberto Mata sued Colombian airline Avianca last year, alleging that a metal food and beverage cart injured his knee on a flight to Kennedy International Airport in New York. When Avianca asked a Manhattan judge to dismiss the lawsuit based on the statute of limitations, his lawyer submitted a brief based on research done by ChatGPT.
While ChatGPT can be useful to professionals in numerous industries, including the legal profession, it has proved itself to be both limited and unreliable. In this case, the AI invented court cases that didn’t exist, and asserted that they were real. The fabrications were revealed when Avianca’s lawyers approached the case’s judge, saying they couldn’t locate the cases cited in Mata’s lawyers’ brief in legal databases.
“It seemed clear when we didn’t recognize any of the cases in their opposition brief that something was amiss,” said the airline’s lawyer. And soon they figured it was some sort of chatbot of some kind. On the other hand, the passenger’s lawyer said that it was the first time he’d used ChatGPT for work and, therefore, he was unaware of the possibility that its content could be false.
Internet: <www.cbsnews.com> (adapted).
Based on the preceding text, judge the item that follow.
The sentence “And soon they figured it was some sort of chatbot” can be correctly rephrased as And, before long, they realized
it was some form of chatbot.
Businesses are starting to introduce new options for tipping at self-checkout machines, putting even more pressure on customers amid rising inflation costs. Despite having zero interaction with employees during transactions, self-checkout machines at places such as coffee shops, bakeries, airports, and sports stadiums are giving customers the option to leave the typical 20% tip, according to a report from the Wall Street Journal.
Business owners believe that the prompt for a tip can boost staff pay and increase gratuities — but customers are questioning where and to whom the extra cash is going, considering self-checkout is done by the customers themselves. “They’re cutting labor costs by doing self-checkout. So what’s the point of asking for a tip? And where is it going?” are some of the questions customers ask. But tipping researchers claim this is a way for companies to put the responsibility of paying employees on the customer rather than increasing employee salaries themselves. Self-tipping is viewed by many customers as a way to guilt-trip the person into tipping on something when they typically wouldn’t.
Many companies told the Journal that these tipping prompts are optional, and the extra gratuity is split between all employees. However, experts say that tips at a self-checkout machine might never even get to an actual employee since protections for tipped workers in the federal Fair Labor Standards Act don’t extend to machines.
Internet: <https://nypost.com> (adapted).
According to the previous text, judge the following item.
The word “Despite” in the sentence “Despite having zero
interaction with employees during transactions” (second
sentence of the first paragraph) can be correctly replaced by
In spite of, maintaining both the meaning of the fragment
and its correction.
Plurilingualism and translanguaging: commonalities and divergences
Both plurilingual and translanguaging pedagogical practices in the education of language minoritized students remain controversial, for schools have a monolingual and monoglossic tradition that is hard to disrupt, even when the disrupting stance brings success to learners. At issue is the national identity that schools are supposed to develop in their students, and the Eurocentric system of knowledge, circulated through standardized named languages, that continues to impose what Quijano (2000) has called a coloniality of power.
All theories emerge from a place, an experience, a time, and a position, and in this case, plurilingualism and translanguaging have developed, as we have seen, from different loci of enunciation. But concepts do not remain static in a time and place, as educators and researchers take them up, as they travel, and as educators develop alternative practices. Thus, plurilingual and translanguaging pedagogical practices sometimes look the same, and sometimes they even have the same practical goals. For example, educators who say they use plurilingual pedagogical practices might insist on developing bilingual identities, and not solely use plurilingualism as a scaffold. And educators who claim to use translanguaging pedagogical practices sometimes use them only as a scaffold to the dominant language, not grasping its potential. In the United States, translanguaging pedagogies are often used in English-as-a-Second Language programs only as a scaffold. And although the potential for translanguaging is more likely to be found in bilingual education programs, this is also at times elusive. The potential is curtailed, for example, by the strict language allocation policies that have accompanied the growth of dual language education programs in the last decade in the USA, which come close to the neoliberal understanding of multilingualism espoused in the European Union.
It is important to keep the conceptual distinctions between plurilingualism and translanguaging at the forefront as we develop ways of enacting them in practice, even when pedagogies may turn out to look the same. Because the theoretical stance of translanguaging brings forth and affirms dynamic multilingual realities, it offers the potential to transform minoritized communities sense of self that the concept of plurilingualism may not always do. The purpose of translanguaging could be transformative of socio-political and socio-educational structures that legitimize the language hierarchies that exclude minoritized bilingual students and the epistemological understandings that render them invisible. In its theoretical formulation, translanguaging disrupts the concept of named languages and the power hierarchies in which languages are positioned. But the issue for the future is whether school authorities will allow translanguaging to achieve its potential, or whether it will silence it as simply another kind of scaffold. To the degree that educators act on translanguaging with political intent, it will continue to crack some openings and to open opportunities for bilingual students. Otherwise, the present conceptual differences between plurilingualism and translanguaging will be erased.
Source: GARCÍA, Ofelia; OTHEGUY, Ricardo. Plurilingualism and translanguaging: Commonalities and divergences. International Journal of Bilingual Education and Bilingualism, v. 23, n. 1, p. 17-35, 2020.
Garcia e Otheguy (2020)
Observe the following comic strip and select the correct alternative:
Agronomists need to be aware of in what manners climate and other environmental factors affect the crop and also how to grow weeds, insects, fungi and other crop pests.
Julgue o item que se segue.
The sentence “She often goes to New Jersey on vacation”
contains an adverb of frequency.
Julgue o item subsequente.
Adverbs of manner, such as “quickly” or “carefully,”
provide information about how an action is performed.
Understanding the placement of these adverbs in a
sentence is crucial for conveying precise details about the
manner in which an activity occurs.
Try these expert tips for a safer solo trip
(Available at: https://news.airbnb.com/try-these-expert-tips-for-a-safer-solo-trip/ – text especially adapted for
this text).
Look at the map below and complete the sentence with the correct word. Choose the CORRECT answer.
“The gas station is _________ the stadium.”
Conheça nossos planos