Questões de Concurso
Comentadas sobre ensino da língua estrangeira inglesa em inglês
Foram encontradas 2.003 questões
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de São Gonçalo - RJ
Prova:
SELECON - 2024 - Prefeitura de São Gonçalo - RJ - Professor Docente I - Inglês |
Q3412144
Inglês
Texto associado
Read the following text:
TEXT I
The teaching of English as a foreign language in the context
of Brazilian regular schools: a retrospective and prospective
view of policies and practices
Read the following text:
The movement towards a more meaningful approach to the
teaching of English as a foreign language in Brazilian regular
schools reached its climax in the 20th century with the publication
of the Brazilian National Curricular Parameters (PCN) for the
teaching of foreign languages at basic education level. Since
then, the community of teachers has been divided into those who
welcomed the contents, views and propositions of the document,
and the ones who believed that the suggestions it contained were
inappropriate. At the center of this controversy was the importance
given by the official policies to the teaching of reading, as opposed
to an approach, borrowed from private language institutes, which
historically favored a focus on the oral skills.
A brief overview of the recent history of ELT in Brazilian regular
schools
During the 1970s, the so-called audiolingual method, based on
behaviorist and structuralist assumptions, was still considered the
only scientific way of teaching a foreign language. Its emphasis
on the oral skills and on the exhaustive repetition of structural
exercises seemed to work well in the contexts of private language
institutes. Those contexts were characterized by the gathering of
small numbers of highly motivated students per class, a weekly
time-table superior in the number of hours to the one adopted in
regular schools, and plenty of audiovisual resources. Questionable
in itself, both because of its results (which in time were revealed to
be less efficient than believed, especially in terms of fluency) and
its theoretical assumptions, the method ended up being adopted
by regular schools due to its positive reputation at the time. The
failure of the methodology in this context would soon become
evident, generating extreme frustration both amongst teachers
and students.
From the 1980s on, with the spread of ideas connected to the
so-called communicative approach and the growth of English
for Specific Purposes (ESP), the community of researchers and
teachers interested in the context of regular schools started
reviewing the assumptions and logic of English Language Teaching
(ELT). Recognizing that each and every school discipline needs to
justify its presence in the curriculum socially and educationally, this
movement identified the skill of reading as the most relevant one
for the students attending the majority of Brazilian regular schools. This understanding was achieved by considering not only the
possibility of real use outside school, but also the role this approach
could play in the achievement of other educational goals, such
as the improvement of student's reading abilities in Portuguese
as a mother tongue. This movement reached its climax with the
publication of the Brazilian National Curricular Parameters (PCN)
for the teaching of foreign languages at basic education level by
the end of the 1990s. The document recommended the focus on
the teaching of reading within a view of language as discourse.
However, it did not close the door on the teaching of any other skill,
as long as the context made it possible and relevant.
This understanding was achieved by considering not only the
possibility of real use outside school, but also the role this approach
could play in the achievement of other educational goals, such
as the improvement of student's reading abilities in Portuguese
as a mother tongue. This movement reached its climax with the
publication of the Brazilian National Curricular Parameters (PCN)
for the teaching of foreign languages at basic education level by
the end of the 1990s. The document recommended the focus on
the teaching of reading within a view of language as discourse.
However, it did not close the door on the teaching of any other skill,
as long as the context made it possible and relevant.
Another important characteristic of the Parameters that should
not be overlooked is their emphasis on teacher's autonomy. This
emphasis can be seen clearly in the fact that no content or method
is imposed upon the teachers. What one can find are suggestions
and relevant information for teachers to make their own decisions,
taking into consideration the context within which they work. In
other words, the Parameters do not force any teacher to limit their
focus on the teaching of reading, if they believe they can go further
than that.
To be or not to be: professional identities and beliefs
When asked why they were against the focus on reading, most
teachers who take this position, told me that they considered
the teaching of reading to be "not enough". Most of them also
added that if the teaching of reading was designed to fit a context
where one cannot effectively teach the oral skills, then we should
not adapt ourselves to that context, but rather demand the
improvements that would make more feasible the teaching of the
so-called four skills.
Let us consider these statements more closely. The first one is
about quantity, that is, by teaching "only" the reading skill, the
teacher would be denying her/his students the opportunity for
learning all the other skills. They would be denied the opportunity
for learning to speak English, which is, after all, assumed to be the
real goal of teaching English as a Foreign Language (EFL).
Reasonable and democratic as it may seem, such an argument
fails to take into consideration at least one extremely relevant
issue: the fact that in Brazil there are virtually no reports of
successful teaching of the four skills in contexts other than the
private language institutes. Before the mid-1980s, several different
attempts were made to make ELT work out at regular schools,
but only those which completely changed the characteristics
of the classes (making them look almost exactly like the small,
homogeneous classes of the private institutes) were able to
achieve some (questionable) level of success. In other words, the
integrative approach to ELT, with its claim of teaching the four skills,
focusing especially on the oral skills, has never been successful in
our regular schools, including most of the private ones, with very
few exceptions. If that is indeed the case, then it makes very little
sense to speak of giving our students more or less of something
that they never really had. And even if we are to speak in such
terms, then it is extremely clear (at least for those who tried it) that
the communicative teaching of one skill is definitely better (and
more) than the pantomime of allegedly teaching the four skills,
which was never successful in the context of Brazilian schools.
Where do we go from here?
Any attempt to establish new policies for the teaching of EFL at
Brazilian regular schools should start with the recognition that
the PCN were a very important step towards meaningful foreign
language education in this context. Without such recognition,
there will always be the suspicion that the old beliefs connected to
the professional identity of the teacher as an instructor are coming
back.
Surely, we do not want to teach only reading forever. But sound
attempts to go forward in enhancing the relevance of our teaching
should start with the discussion of the three groups of reasons
that justified the propositions of the PCN. The focus on reading
was considered the most adequate for the majority of our schools
because of practical considerations about our working conditions,
social relevance, and educational relevance.
As far as practical conditions and educational relevance are
concerned, virtually no major change has occurred in order to
justify reframing our teaching. However, in what concerns social
relevance, it is undeniable that the growth of the Internet has
provided a new context for the use of the English language outside
schools. For that reason, it is my belief that skills other than reading
may now be taught in our classes without representing a return to
a rationale that is alien to our schools. The teaching of writing in
the context of Internet genres and practices is definitely necessary,
if we want our students to have their own voice, becoming able to
project their own local identities in global contexts.
Adapted from: ALMEIDA, Ricardo Luiz Teixeira de. Scielo Brazil –
Revista Brasileira de Linguística Aplicada - https://www.scielo.br/j/rbla/a/
nNz3Jtj85xmms8MnNfwRpMn/?lang=en. Accessed: 05/02/2024.
The Language Acquisition Theory which was considered the
only scientific way of teaching a foreign language in the 1970s can
still be called:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de São Gonçalo - RJ
Prova:
SELECON - 2024 - Prefeitura de São Gonçalo - RJ - Professor Docente I - Inglês |
Q3412143
Inglês
Texto associado
Read the following text:
TEXT I
The teaching of English as a foreign language in the context
of Brazilian regular schools: a retrospective and prospective
view of policies and practices
Read the following text:
The movement towards a more meaningful approach to the
teaching of English as a foreign language in Brazilian regular
schools reached its climax in the 20th century with the publication
of the Brazilian National Curricular Parameters (PCN) for the
teaching of foreign languages at basic education level. Since
then, the community of teachers has been divided into those who
welcomed the contents, views and propositions of the document,
and the ones who believed that the suggestions it contained were
inappropriate. At the center of this controversy was the importance
given by the official policies to the teaching of reading, as opposed
to an approach, borrowed from private language institutes, which
historically favored a focus on the oral skills.
A brief overview of the recent history of ELT in Brazilian regular
schools
During the 1970s, the so-called audiolingual method, based on
behaviorist and structuralist assumptions, was still considered the
only scientific way of teaching a foreign language. Its emphasis
on the oral skills and on the exhaustive repetition of structural
exercises seemed to work well in the contexts of private language
institutes. Those contexts were characterized by the gathering of
small numbers of highly motivated students per class, a weekly
time-table superior in the number of hours to the one adopted in
regular schools, and plenty of audiovisual resources. Questionable
in itself, both because of its results (which in time were revealed to
be less efficient than believed, especially in terms of fluency) and
its theoretical assumptions, the method ended up being adopted
by regular schools due to its positive reputation at the time. The
failure of the methodology in this context would soon become
evident, generating extreme frustration both amongst teachers
and students.
From the 1980s on, with the spread of ideas connected to the
so-called communicative approach and the growth of English
for Specific Purposes (ESP), the community of researchers and
teachers interested in the context of regular schools started
reviewing the assumptions and logic of English Language Teaching
(ELT). Recognizing that each and every school discipline needs to
justify its presence in the curriculum socially and educationally, this
movement identified the skill of reading as the most relevant one
for the students attending the majority of Brazilian regular schools. This understanding was achieved by considering not only the
possibility of real use outside school, but also the role this approach
could play in the achievement of other educational goals, such
as the improvement of student's reading abilities in Portuguese
as a mother tongue. This movement reached its climax with the
publication of the Brazilian National Curricular Parameters (PCN)
for the teaching of foreign languages at basic education level by
the end of the 1990s. The document recommended the focus on
the teaching of reading within a view of language as discourse.
However, it did not close the door on the teaching of any other skill,
as long as the context made it possible and relevant.
This understanding was achieved by considering not only the
possibility of real use outside school, but also the role this approach
could play in the achievement of other educational goals, such
as the improvement of student's reading abilities in Portuguese
as a mother tongue. This movement reached its climax with the
publication of the Brazilian National Curricular Parameters (PCN)
for the teaching of foreign languages at basic education level by
the end of the 1990s. The document recommended the focus on
the teaching of reading within a view of language as discourse.
However, it did not close the door on the teaching of any other skill,
as long as the context made it possible and relevant.
Another important characteristic of the Parameters that should
not be overlooked is their emphasis on teacher's autonomy. This
emphasis can be seen clearly in the fact that no content or method
is imposed upon the teachers. What one can find are suggestions
and relevant information for teachers to make their own decisions,
taking into consideration the context within which they work. In
other words, the Parameters do not force any teacher to limit their
focus on the teaching of reading, if they believe they can go further
than that.
To be or not to be: professional identities and beliefs
When asked why they were against the focus on reading, most
teachers who take this position, told me that they considered
the teaching of reading to be "not enough". Most of them also
added that if the teaching of reading was designed to fit a context
where one cannot effectively teach the oral skills, then we should
not adapt ourselves to that context, but rather demand the
improvements that would make more feasible the teaching of the
so-called four skills.
Let us consider these statements more closely. The first one is
about quantity, that is, by teaching "only" the reading skill, the
teacher would be denying her/his students the opportunity for
learning all the other skills. They would be denied the opportunity
for learning to speak English, which is, after all, assumed to be the
real goal of teaching English as a Foreign Language (EFL).
Reasonable and democratic as it may seem, such an argument
fails to take into consideration at least one extremely relevant
issue: the fact that in Brazil there are virtually no reports of
successful teaching of the four skills in contexts other than the
private language institutes. Before the mid-1980s, several different
attempts were made to make ELT work out at regular schools,
but only those which completely changed the characteristics
of the classes (making them look almost exactly like the small,
homogeneous classes of the private institutes) were able to
achieve some (questionable) level of success. In other words, the
integrative approach to ELT, with its claim of teaching the four skills,
focusing especially on the oral skills, has never been successful in
our regular schools, including most of the private ones, with very
few exceptions. If that is indeed the case, then it makes very little
sense to speak of giving our students more or less of something
that they never really had. And even if we are to speak in such
terms, then it is extremely clear (at least for those who tried it) that
the communicative teaching of one skill is definitely better (and
more) than the pantomime of allegedly teaching the four skills,
which was never successful in the context of Brazilian schools.
Where do we go from here?
Any attempt to establish new policies for the teaching of EFL at
Brazilian regular schools should start with the recognition that
the PCN were a very important step towards meaningful foreign
language education in this context. Without such recognition,
there will always be the suspicion that the old beliefs connected to
the professional identity of the teacher as an instructor are coming
back.
Surely, we do not want to teach only reading forever. But sound
attempts to go forward in enhancing the relevance of our teaching
should start with the discussion of the three groups of reasons
that justified the propositions of the PCN. The focus on reading
was considered the most adequate for the majority of our schools
because of practical considerations about our working conditions,
social relevance, and educational relevance.
As far as practical conditions and educational relevance are
concerned, virtually no major change has occurred in order to
justify reframing our teaching. However, in what concerns social
relevance, it is undeniable that the growth of the Internet has
provided a new context for the use of the English language outside
schools. For that reason, it is my belief that skills other than reading
may now be taught in our classes without representing a return to
a rationale that is alien to our schools. The teaching of writing in
the context of Internet genres and practices is definitely necessary,
if we want our students to have their own voice, becoming able to
project their own local identities in global contexts.
Adapted from: ALMEIDA, Ricardo Luiz Teixeira de. Scielo Brazil –
Revista Brasileira de Linguística Aplicada - https://www.scielo.br/j/rbla/a/
nNz3Jtj85xmms8MnNfwRpMn/?lang=en. Accessed: 05/02/2024.
The Language Teaching Method largely used in the 1970s
had as its theory that learning a language means:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de São Gonçalo - RJ
Prova:
SELECON - 2024 - Prefeitura de São Gonçalo - RJ - Professor Docente I - Inglês |
Q3412142
Inglês
Texto associado
Read the following text:
TEXT I
The teaching of English as a foreign language in the context
of Brazilian regular schools: a retrospective and prospective
view of policies and practices
Read the following text:
The movement towards a more meaningful approach to the
teaching of English as a foreign language in Brazilian regular
schools reached its climax in the 20th century with the publication
of the Brazilian National Curricular Parameters (PCN) for the
teaching of foreign languages at basic education level. Since
then, the community of teachers has been divided into those who
welcomed the contents, views and propositions of the document,
and the ones who believed that the suggestions it contained were
inappropriate. At the center of this controversy was the importance
given by the official policies to the teaching of reading, as opposed
to an approach, borrowed from private language institutes, which
historically favored a focus on the oral skills.
A brief overview of the recent history of ELT in Brazilian regular
schools
During the 1970s, the so-called audiolingual method, based on
behaviorist and structuralist assumptions, was still considered the
only scientific way of teaching a foreign language. Its emphasis
on the oral skills and on the exhaustive repetition of structural
exercises seemed to work well in the contexts of private language
institutes. Those contexts were characterized by the gathering of
small numbers of highly motivated students per class, a weekly
time-table superior in the number of hours to the one adopted in
regular schools, and plenty of audiovisual resources. Questionable
in itself, both because of its results (which in time were revealed to
be less efficient than believed, especially in terms of fluency) and
its theoretical assumptions, the method ended up being adopted
by regular schools due to its positive reputation at the time. The
failure of the methodology in this context would soon become
evident, generating extreme frustration both amongst teachers
and students.
From the 1980s on, with the spread of ideas connected to the
so-called communicative approach and the growth of English
for Specific Purposes (ESP), the community of researchers and
teachers interested in the context of regular schools started
reviewing the assumptions and logic of English Language Teaching
(ELT). Recognizing that each and every school discipline needs to
justify its presence in the curriculum socially and educationally, this
movement identified the skill of reading as the most relevant one
for the students attending the majority of Brazilian regular schools. This understanding was achieved by considering not only the
possibility of real use outside school, but also the role this approach
could play in the achievement of other educational goals, such
as the improvement of student's reading abilities in Portuguese
as a mother tongue. This movement reached its climax with the
publication of the Brazilian National Curricular Parameters (PCN)
for the teaching of foreign languages at basic education level by
the end of the 1990s. The document recommended the focus on
the teaching of reading within a view of language as discourse.
However, it did not close the door on the teaching of any other skill,
as long as the context made it possible and relevant.
This understanding was achieved by considering not only the
possibility of real use outside school, but also the role this approach
could play in the achievement of other educational goals, such
as the improvement of student's reading abilities in Portuguese
as a mother tongue. This movement reached its climax with the
publication of the Brazilian National Curricular Parameters (PCN)
for the teaching of foreign languages at basic education level by
the end of the 1990s. The document recommended the focus on
the teaching of reading within a view of language as discourse.
However, it did not close the door on the teaching of any other skill,
as long as the context made it possible and relevant.
Another important characteristic of the Parameters that should
not be overlooked is their emphasis on teacher's autonomy. This
emphasis can be seen clearly in the fact that no content or method
is imposed upon the teachers. What one can find are suggestions
and relevant information for teachers to make their own decisions,
taking into consideration the context within which they work. In
other words, the Parameters do not force any teacher to limit their
focus on the teaching of reading, if they believe they can go further
than that.
To be or not to be: professional identities and beliefs
When asked why they were against the focus on reading, most
teachers who take this position, told me that they considered
the teaching of reading to be "not enough". Most of them also
added that if the teaching of reading was designed to fit a context
where one cannot effectively teach the oral skills, then we should
not adapt ourselves to that context, but rather demand the
improvements that would make more feasible the teaching of the
so-called four skills.
Let us consider these statements more closely. The first one is
about quantity, that is, by teaching "only" the reading skill, the
teacher would be denying her/his students the opportunity for
learning all the other skills. They would be denied the opportunity
for learning to speak English, which is, after all, assumed to be the
real goal of teaching English as a Foreign Language (EFL).
Reasonable and democratic as it may seem, such an argument
fails to take into consideration at least one extremely relevant
issue: the fact that in Brazil there are virtually no reports of
successful teaching of the four skills in contexts other than the
private language institutes. Before the mid-1980s, several different
attempts were made to make ELT work out at regular schools,
but only those which completely changed the characteristics
of the classes (making them look almost exactly like the small,
homogeneous classes of the private institutes) were able to
achieve some (questionable) level of success. In other words, the
integrative approach to ELT, with its claim of teaching the four skills,
focusing especially on the oral skills, has never been successful in
our regular schools, including most of the private ones, with very
few exceptions. If that is indeed the case, then it makes very little
sense to speak of giving our students more or less of something
that they never really had. And even if we are to speak in such
terms, then it is extremely clear (at least for those who tried it) that
the communicative teaching of one skill is definitely better (and
more) than the pantomime of allegedly teaching the four skills,
which was never successful in the context of Brazilian schools.
Where do we go from here?
Any attempt to establish new policies for the teaching of EFL at
Brazilian regular schools should start with the recognition that
the PCN were a very important step towards meaningful foreign
language education in this context. Without such recognition,
there will always be the suspicion that the old beliefs connected to
the professional identity of the teacher as an instructor are coming
back.
Surely, we do not want to teach only reading forever. But sound
attempts to go forward in enhancing the relevance of our teaching
should start with the discussion of the three groups of reasons
that justified the propositions of the PCN. The focus on reading
was considered the most adequate for the majority of our schools
because of practical considerations about our working conditions,
social relevance, and educational relevance.
As far as practical conditions and educational relevance are
concerned, virtually no major change has occurred in order to
justify reframing our teaching. However, in what concerns social
relevance, it is undeniable that the growth of the Internet has
provided a new context for the use of the English language outside
schools. For that reason, it is my belief that skills other than reading
may now be taught in our classes without representing a return to
a rationale that is alien to our schools. The teaching of writing in
the context of Internet genres and practices is definitely necessary,
if we want our students to have their own voice, becoming able to
project their own local identities in global contexts.
Adapted from: ALMEIDA, Ricardo Luiz Teixeira de. Scielo Brazil –
Revista Brasileira de Linguística Aplicada - https://www.scielo.br/j/rbla/a/
nNz3Jtj85xmms8MnNfwRpMn/?lang=en. Accessed: 05/02/2024.
According to the text, as opposed to the PCN, the private
language institutes focus on:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de São Gonçalo - RJ
Prova:
SELECON - 2024 - Prefeitura de São Gonçalo - RJ - Professor Docente I - Inglês |
Q3412141
Inglês
Texto associado
Read the following text:
TEXT I
The teaching of English as a foreign language in the context
of Brazilian regular schools: a retrospective and prospective
view of policies and practices
Read the following text:
The movement towards a more meaningful approach to the
teaching of English as a foreign language in Brazilian regular
schools reached its climax in the 20th century with the publication
of the Brazilian National Curricular Parameters (PCN) for the
teaching of foreign languages at basic education level. Since
then, the community of teachers has been divided into those who
welcomed the contents, views and propositions of the document,
and the ones who believed that the suggestions it contained were
inappropriate. At the center of this controversy was the importance
given by the official policies to the teaching of reading, as opposed
to an approach, borrowed from private language institutes, which
historically favored a focus on the oral skills.
A brief overview of the recent history of ELT in Brazilian regular
schools
During the 1970s, the so-called audiolingual method, based on
behaviorist and structuralist assumptions, was still considered the
only scientific way of teaching a foreign language. Its emphasis
on the oral skills and on the exhaustive repetition of structural
exercises seemed to work well in the contexts of private language
institutes. Those contexts were characterized by the gathering of
small numbers of highly motivated students per class, a weekly
time-table superior in the number of hours to the one adopted in
regular schools, and plenty of audiovisual resources. Questionable
in itself, both because of its results (which in time were revealed to
be less efficient than believed, especially in terms of fluency) and
its theoretical assumptions, the method ended up being adopted
by regular schools due to its positive reputation at the time. The
failure of the methodology in this context would soon become
evident, generating extreme frustration both amongst teachers
and students.
From the 1980s on, with the spread of ideas connected to the
so-called communicative approach and the growth of English
for Specific Purposes (ESP), the community of researchers and
teachers interested in the context of regular schools started
reviewing the assumptions and logic of English Language Teaching
(ELT). Recognizing that each and every school discipline needs to
justify its presence in the curriculum socially and educationally, this
movement identified the skill of reading as the most relevant one
for the students attending the majority of Brazilian regular schools. This understanding was achieved by considering not only the
possibility of real use outside school, but also the role this approach
could play in the achievement of other educational goals, such
as the improvement of student's reading abilities in Portuguese
as a mother tongue. This movement reached its climax with the
publication of the Brazilian National Curricular Parameters (PCN)
for the teaching of foreign languages at basic education level by
the end of the 1990s. The document recommended the focus on
the teaching of reading within a view of language as discourse.
However, it did not close the door on the teaching of any other skill,
as long as the context made it possible and relevant.
This understanding was achieved by considering not only the
possibility of real use outside school, but also the role this approach
could play in the achievement of other educational goals, such
as the improvement of student's reading abilities in Portuguese
as a mother tongue. This movement reached its climax with the
publication of the Brazilian National Curricular Parameters (PCN)
for the teaching of foreign languages at basic education level by
the end of the 1990s. The document recommended the focus on
the teaching of reading within a view of language as discourse.
However, it did not close the door on the teaching of any other skill,
as long as the context made it possible and relevant.
Another important characteristic of the Parameters that should
not be overlooked is their emphasis on teacher's autonomy. This
emphasis can be seen clearly in the fact that no content or method
is imposed upon the teachers. What one can find are suggestions
and relevant information for teachers to make their own decisions,
taking into consideration the context within which they work. In
other words, the Parameters do not force any teacher to limit their
focus on the teaching of reading, if they believe they can go further
than that.
To be or not to be: professional identities and beliefs
When asked why they were against the focus on reading, most
teachers who take this position, told me that they considered
the teaching of reading to be "not enough". Most of them also
added that if the teaching of reading was designed to fit a context
where one cannot effectively teach the oral skills, then we should
not adapt ourselves to that context, but rather demand the
improvements that would make more feasible the teaching of the
so-called four skills.
Let us consider these statements more closely. The first one is
about quantity, that is, by teaching "only" the reading skill, the
teacher would be denying her/his students the opportunity for
learning all the other skills. They would be denied the opportunity
for learning to speak English, which is, after all, assumed to be the
real goal of teaching English as a Foreign Language (EFL).
Reasonable and democratic as it may seem, such an argument
fails to take into consideration at least one extremely relevant
issue: the fact that in Brazil there are virtually no reports of
successful teaching of the four skills in contexts other than the
private language institutes. Before the mid-1980s, several different
attempts were made to make ELT work out at regular schools,
but only those which completely changed the characteristics
of the classes (making them look almost exactly like the small,
homogeneous classes of the private institutes) were able to
achieve some (questionable) level of success. In other words, the
integrative approach to ELT, with its claim of teaching the four skills,
focusing especially on the oral skills, has never been successful in
our regular schools, including most of the private ones, with very
few exceptions. If that is indeed the case, then it makes very little
sense to speak of giving our students more or less of something
that they never really had. And even if we are to speak in such
terms, then it is extremely clear (at least for those who tried it) that
the communicative teaching of one skill is definitely better (and
more) than the pantomime of allegedly teaching the four skills,
which was never successful in the context of Brazilian schools.
Where do we go from here?
Any attempt to establish new policies for the teaching of EFL at
Brazilian regular schools should start with the recognition that
the PCN were a very important step towards meaningful foreign
language education in this context. Without such recognition,
there will always be the suspicion that the old beliefs connected to
the professional identity of the teacher as an instructor are coming
back.
Surely, we do not want to teach only reading forever. But sound
attempts to go forward in enhancing the relevance of our teaching
should start with the discussion of the three groups of reasons
that justified the propositions of the PCN. The focus on reading
was considered the most adequate for the majority of our schools
because of practical considerations about our working conditions,
social relevance, and educational relevance.
As far as practical conditions and educational relevance are
concerned, virtually no major change has occurred in order to
justify reframing our teaching. However, in what concerns social
relevance, it is undeniable that the growth of the Internet has
provided a new context for the use of the English language outside
schools. For that reason, it is my belief that skills other than reading
may now be taught in our classes without representing a return to
a rationale that is alien to our schools. The teaching of writing in
the context of Internet genres and practices is definitely necessary,
if we want our students to have their own voice, becoming able to
project their own local identities in global contexts.
Adapted from: ALMEIDA, Ricardo Luiz Teixeira de. Scielo Brazil –
Revista Brasileira de Linguística Aplicada - https://www.scielo.br/j/rbla/a/
nNz3Jtj85xmms8MnNfwRpMn/?lang=en. Accessed: 05/02/2024.
After reading the text, it can be concluded that the skill
which receives more focus in the Brazilian National Curricular
Parameters is:
Ano: 2024
Banca:
Avança SP
Órgão:
Prefeitura de Caçapava - SP
Prova:
Avança SP - 2024 - Prefeitura de Caçapava - SP - Professor II - Inglês |
Q3407928
Inglês
How does the concept of English as a lingua franca challenge traditional views on language learning?
Ano: 2024
Banca:
Avança SP
Órgão:
Prefeitura de Caçapava - SP
Prova:
Avança SP - 2024 - Prefeitura de Caçapava - SP - Professor II - Inglês |
Q3407915
Inglês
Which of the following approaches emphasizes learner autonomy, with the teacher facilitating rather
than instructing, and is particularly effective in promoting communicative competence in language
learning?
Ano: 2024
Banca:
Avança SP
Órgão:
Prefeitura de Caçapava - SP
Prova:
Avança SP - 2024 - Prefeitura de Caçapava - SP - Professor II Substituto - Inglês |
Q3403549
Inglês
Fill in the blanks with the correct sequence of prepositions:
I - The cat is _______ the table.
II - We will meet you _______ 3 PM.
III - He walked _______ the room to greet his friend.
I - The cat is _______ the table.
II - We will meet you _______ 3 PM.
III - He walked _______ the room to greet his friend.
Ano: 2024
Banca:
Avança SP
Órgão:
Prefeitura de Caçapava - SP
Prova:
Avança SP - 2024 - Prefeitura de Caçapava - SP - Professor II Substituto - Inglês |
Q3403542
Inglês
Which of the following assessment methods aligns best with the communicative approach to English
language teaching?
Ano: 2024
Banca:
Avança SP
Órgão:
Prefeitura de Caçapava - SP
Prova:
Avança SP - 2024 - Prefeitura de Caçapava - SP - Professor II Substituto - Inglês |
Q3403541
Inglês
In the context of online English language learning, which tool or method best facilitates interactive
learning and student engagement?
Ano: 2024
Banca:
IDESG
Órgão:
Prefeitura de Nova Venécia - ES
Prova:
IDESG - 2024 - Prefeitura de Nova Venécia - ES - Professor - Língua Inglesa |
Q3400261
Inglês
De acordo com as disposições da BNCC de Língua Inglesa para o Ensino Fundamental
- Anos Finais, assinale a alternativa correta.
Ano: 2024
Banca:
IDESG
Órgão:
Prefeitura de Nova Venécia - ES
Prova:
IDESG - 2024 - Prefeitura de Nova Venécia - ES - Professor - Língua Inglesa |
Q3400260
Inglês
Segundo a Base Nacional Comum Curricular (BNCC), são competências específicas
de língua inglesa para o ensino fundamental:
I. Identificar o lugar de si e o do outro em um mundo plurilíngue e multicultural.
II. Comunicar-se na língua inglesa, por meio do uso de linguagens apenas em mídias impressas.
III. Conhecer diferentes patrimônios culturais, materiais e imateriais, difundidos na língua inglesa.
Estão corretas as afirmativas:
I. Identificar o lugar de si e o do outro em um mundo plurilíngue e multicultural.
II. Comunicar-se na língua inglesa, por meio do uso de linguagens apenas em mídias impressas.
III. Conhecer diferentes patrimônios culturais, materiais e imateriais, difundidos na língua inglesa.
Estão corretas as afirmativas:
Ano: 2024
Banca:
FURB
Órgão:
Prefeitura de Bombinhas - SC
Prova:
FURB - 2024 - Prefeitura de Bombinhas - SC - Professor de Língua Inglesa |
Q3397958
Inglês
In accordance with the Brazilian National Curriculum
Base (BNCC), the integration of plurilingualism and the
recognition of English as a lingua franca are essential
components of language education in Brazil, reflecting
the nation's commitment to fostering communicative
competence and cultural diversity in the English
classroom. About plurilingualism and English as a lingua
franca, observe the following statements and choose the
correct one:
Ano: 2024
Banca:
FURB
Órgão:
Prefeitura de Bombinhas - SC
Prova:
FURB - 2024 - Prefeitura de Bombinhas - SC - Professor de Língua Inglesa |
Q3397956
Inglês
Associate the second column according to the first, which
relates methodological approaches to language teaching
with their definitions:
First column: Methodological approaches
(1) Situational Language Teaching (SLT)
(2) CLT - Communicative Language Teaching (The Communicative Approach)
(3) CLIL - Content and Language Integrated Learning
Second column: definitions
(__) The goal of this approach is to develop learners' communicative competence across all four skills. It has been the dominant approach in mainstream language education for many decades.
(__) This is an approach that combines the learning of a specific subject matter with learning the target language.
(__) This approach views language as a purposeful means of achieving goals in real-life situations.
Choose the alternative that presents the correct association between the columns:
First column: Methodological approaches
(1) Situational Language Teaching (SLT)
(2) CLT - Communicative Language Teaching (The Communicative Approach)
(3) CLIL - Content and Language Integrated Learning
Second column: definitions
(__) The goal of this approach is to develop learners' communicative competence across all four skills. It has been the dominant approach in mainstream language education for many decades.
(__) This is an approach that combines the learning of a specific subject matter with learning the target language.
(__) This approach views language as a purposeful means of achieving goals in real-life situations.
Choose the alternative that presents the correct association between the columns:
Ano: 2024
Banca:
IV - UFG
Órgão:
Prefeitura de Turvânia - GO
Prova:
IV - UFG - 2024 - Prefeitura de Turvânia - GO - Professor de Inglês |
Q3396884
Inglês
Texto associado
Leia o Texto 5 para responder às questões 48 e 49.
Texto 5
This activity can be set up without the trainees opening their books
1. You need one copy of the text below for each pair of trainees. Stick the copies around the room. One person in each pair should run to the text, read a chunk, go back to their partner and dictate it. The listener should write down what they hear and the runner should go back for the next part. The winners are the first pair to finish. As pairs finish, take a copy of the text off the wall and ask them to compare what they have written with the original. Pairs who finish early can consider the question at the end of the text.
You get a text message, you read it and you text back. You read an interesting newspaper story and you tell someone about it. You go to a lecture and you take notes. And you pass on some juicy gossip that you just heard. So, outside the classroom, language skills are not always used in isolation. They tend to be combined. Think back so the last lesson you taught. Were any skills combined?
2. Allow the trainees a little time to gather their ideas before reporting back in open class.
THORNBURY, S.; WATKINS, P. The CELTA Course: Trainer's Manual, Cambridge University Press - ELT, 2007. p. 67.
No contexto do trecho, a expressão “language skills” referese às habilidades de
Ano: 2024
Banca:
IV - UFG
Órgão:
Prefeitura de Turvânia - GO
Prova:
IV - UFG - 2024 - Prefeitura de Turvânia - GO - Professor de Inglês |
Q3396883
Inglês
Texto associado
Leia o Texto 5 para responder às questões 48 e 49.
Texto 5
This activity can be set up without the trainees opening their books
1. You need one copy of the text below for each pair of trainees. Stick the copies around the room. One person in each pair should run to the text, read a chunk, go back to their partner and dictate it. The listener should write down what they hear and the runner should go back for the next part. The winners are the first pair to finish. As pairs finish, take a copy of the text off the wall and ask them to compare what they have written with the original. Pairs who finish early can consider the question at the end of the text.
You get a text message, you read it and you text back. You read an interesting newspaper story and you tell someone about it. You go to a lecture and you take notes. And you pass on some juicy gossip that you just heard. So, outside the classroom, language skills are not always used in isolation. They tend to be combined. Think back so the last lesson you taught. Were any skills combined?
2. Allow the trainees a little time to gather their ideas before reporting back in open class.
THORNBURY, S.; WATKINS, P. The CELTA Course: Trainer's Manual, Cambridge University Press - ELT, 2007. p. 67.
O objetivo da atividade descrita no texto é fazer com que os
professores em formação
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Tremembé - SP
Prova:
VUNESP - 2025 - Prefeitura de Tremembé - SP - Professor da Educação Básica II - Inglês |
Q3393788
Inglês
Texto associado
Read the following text to answer question:
In language teaching and research on language,
the term culture includes many different definitions and
considerations that deal with forms of speech acts, rhetorical
structure of texts, socio-cultural behaviors, and ways in which
knowledge is transmitted and obtained. Culture may find its
manifestations in body language, gestures, concepts of time,
hospitality customs, and even expressions of friendliness.
While all these certainly reflect the cultural norms accepted
in a particular society, the influence of culture on language
use and on the concepts of how language can be taught and
learned is both broader and deeper. To a great extent, the
culture into which one is socialized defines how an individual
sees his or her place in society.
Although attaining linguistic proficiency is essential
for learners to be considered communicatively competent,
particularly in the case of ESL learners, this is not sufficient. On
the whole, to become proficient and effective communicators,
learners need to attain second language (L2) sociocultural
competence. Knowing how to say thank you, for example,
does not automatically confer the knowledge of when to say
thank you, how often to say thank you, and whether any
additional action is called for. Quite reasonably, learners
first apply the standards that exist in the first language (L1)
communities where they were socialized.
(Marianne Celce-Murcia, Teaching English as a second or foreign language.
Adaptado)
Com relação à competência sociocultural, um exemplo
de uso adequado da língua inglesa está em
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Tremembé - SP
Prova:
VUNESP - 2025 - Prefeitura de Tremembé - SP - Professor da Educação Básica II - Inglês |
Q3393786
Inglês
Texto associado
Read the following text to answer question:
In language teaching and research on language,
the term culture includes many different definitions and
considerations that deal with forms of speech acts, rhetorical
structure of texts, socio-cultural behaviors, and ways in which
knowledge is transmitted and obtained. Culture may find its
manifestations in body language, gestures, concepts of time,
hospitality customs, and even expressions of friendliness.
While all these certainly reflect the cultural norms accepted
in a particular society, the influence of culture on language
use and on the concepts of how language can be taught and
learned is both broader and deeper. To a great extent, the
culture into which one is socialized defines how an individual
sees his or her place in society.
Although attaining linguistic proficiency is essential
for learners to be considered communicatively competent,
particularly in the case of ESL learners, this is not sufficient. On
the whole, to become proficient and effective communicators,
learners need to attain second language (L2) sociocultural
competence. Knowing how to say thank you, for example,
does not automatically confer the knowledge of when to say
thank you, how often to say thank you, and whether any
additional action is called for. Quite reasonably, learners
first apply the standards that exist in the first language (L1)
communities where they were socialized.
(Marianne Celce-Murcia, Teaching English as a second or foreign language.
Adaptado)
The content of the text allows for the following statement
about the teaching of L2:
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Tremembé - SP
Prova:
VUNESP - 2025 - Prefeitura de Tremembé - SP - Professor da Educação Básica II - Inglês |
Q3393778
Inglês
Texto associado
Read the following text to answer question:
The Missing Ingredient in Education? Curiosity.
It’s easy to forget how important individual passion is in
education; too often it can feel like it’s a game of just painting
by the numbers. But if we all think about it for a moment,
isn’t learning actually meant to be a joyous experience? If
you think about your own life, haven’t you had an afternoon
fly past because you’ve been gripped by a certain task, a
particular lesson, a specific train of thought? School education
is no different. If we make room for young people’s individual
curiosities, notice and nurture them, we can make learning a
natural experience.
Once we find that individual spark in a child, in many
ways, the hard part is over. They can lead the way with their
learning and they don’t have to be coaxed into it. Curiosity can
be utilized through inquiry-based learning and schools all over
the world are already making the most of this type of learning.
For instance, children are driven to the museums where
they are engaged in stories, games and activities. To develop
curiosity, children identify an exhibit on a particular topic and
are encouraged to ask questions about the exhibits to fill in
the gaps in their own knowledge. Along with utilizing manmade resources such as museums, nature itself has an
important part to play in inquiry-based learning. The world is
full of natural wonders which can spark curiosity in children.
Not only is identifying and encouraging curiosity pivotal
in a child’s educational career, but it will be useful for them in
the working world too. By instilling these behaviours early on
we can help kids to become lifelong learners, which they will
need to be, as single-track careers become an antiquated idea
and we’ll potentially find ourselves working several different
careers within our lifetime. Curiosity may have killed the cat in
decades past, but it could be the key to a more stable future
for the next generation.
(Josephine Lister. Disponível em: https://hundred.org. Adaptado)
A teacher asks students to read the title and try to imagine
what the text is going to be about.
This is intended to foster the reading strategy named
This is intended to foster the reading strategy named
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Tremembé - SP
Prova:
VUNESP - 2025 - Prefeitura de Tremembé - SP - Professor da Educação Básica II - Inglês |
Q3393774
Inglês
Read the following excerpt:
The use of technology is not a goal in and of itself; rather, technology is one tool that supports language learners as they use the target language in culturally appropriate ways to accomplish authentic tasks. Further, all language learning opportunities, whether facilitated through technology or in a classroom setting, aimed at developing proficiency and communication in the target language through interactive, meaningful, and cognitively engaging learning experiences.
(Disponível em: https://www.actfl.org/news/the-role-of-technology-inlanguage-learning. Adaptado)
It is correct to state that the use of technology described by the author is consistent with the principles of the
The use of technology is not a goal in and of itself; rather, technology is one tool that supports language learners as they use the target language in culturally appropriate ways to accomplish authentic tasks. Further, all language learning opportunities, whether facilitated through technology or in a classroom setting, aimed at developing proficiency and communication in the target language through interactive, meaningful, and cognitively engaging learning experiences.
(Disponível em: https://www.actfl.org/news/the-role-of-technology-inlanguage-learning. Adaptado)
It is correct to state that the use of technology described by the author is consistent with the principles of the
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Tremembé - SP
Prova:
VUNESP - 2025 - Prefeitura de Tremembé - SP - Professor da Educação Básica II - Inglês |
Q3393772
Inglês
Texto associado
Read the following extract to answer question.
A friend of mine who is an orchestral conductor was
asking me (early in our acquaintance) about what I did for
a living. When I told him that apart from other activities, I
wrote books about how to teach English he said ‘Books in
the plural? Surely once you’ve written one, there’s nothing
more to say!’ I wanted to reply that he had just argued himself
out of a job (I mean, how many performances of Beethoven
symphonies have there been in the twenty-first century
alone?), but someone else laughed at his question, another
musician made a different comment, the conversation moved
on, and so Martin-the-conductor’s flippant enquiry evaporated
in the convivial atmosphere of a British pub.
But his question was a good one. Surely we know how
to teach languages? After all, people have been doing it
successfully for two thousand years or more, and some
aspects of teaching in the past have probably not changed
that much. But other things have, and continue to change.
Which is (I suppose) why every time I re-examine past
assumptions about teaching, I find myself questioning and
reinterpreting things I thought were fixed. And of course, I am
not alone in this. We all do it all the time – or at least we do if
we haven’t closed our minds off from the possibility of change
and renewal.
Language teaching, perhaps more than many other
activities, reflects the times it takes place in. Language is
about communication, after all, and perhaps that is why
philosophies and techniques for learning languages seem to
develop and change in tune with the societies which give rise
to them. Teaching and learning are very human activities; they
are social just as much as they are (in our case) linguistic.
But it’s not just society that changes and evolves. The
last decades have seen what feels like unprecedented
technological change. The Internet has seen to that, and
other educational technology has not lagged behind. And it’s
exciting stuff. I’ve tried to reflect that excitement and newness
in parts of this new edition.
(Jeremy Harmer, How to teach English. Adaptado)
Along 2,000 years, many approaches have been used
in language teaching. The approach that emphasizes
the importance of exposure to ‘comprehensible input’
in learning, encourages a stress-free environment and
highlights the difference between learning and acquiring
a language is
Conheça nossos planos