Questões de Concurso
Comentadas sobre ensino da língua estrangeira inglesa em inglês
Foram encontradas 1.874 questões
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)
Match the second column according to the first:
First column: topic
1.Translanguaging
2.Língua Franca
3.CLIL
Second column: summarized definition
(__) is a common, global, language used as a means of communication.
(__)is an educational approach where subjects are taught in a language that is not the students' native language to improve language proficiency while learning the content.
(__)is a pedagogical approach that encourages using multiple languages and language varieties to enhance learning and communication, allowing students to draw from their full linguistic repertoire.
Select the option that presents the correct association between the columns:
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)
Read three statements about English as a língua franca (ELF). Write T, for true statements, and F, for false ones:
(__)ELF does not adhere to any specific native English dialect or accent but encompasses a wide range of English varieties, making it a flexible and adaptable form of communication.
(__)ELF is a phenomenon where English is used as a common means of communication between speakers of different native languages, often in international or multicultural settings.
(__)ELF is predominantly restricted to academic and formal contexts, such as international conferences, and is rarely used in informal, everyday interactions between non-native English speakers.
Select the alternative with the correct sequence:
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)
According to BNCC, the English Language curricular component must guarantee students the development of specific competences.
I.Get to know different cultural heritages, material and immaterial, disseminated in the English language, with a view to exercising enjoyment and expanding perspectives in contact with different artistic-cultural manifestations.
II.Use new technologies, with new languages and modes of interaction, to research, select, share, position yourself and produce meaning in literacy practices in the English language, in an ethical, critical and responsible way.
III.Develop linguistic-discursive repertoires of the English language, used in different countries and by different social groups within the same country, in order to recognize linguistic diversity as a right and value the heterogeneous, hybrid and multimodal uses emerging in contemporary societies.
IV.Identify one's place and that of others in a plurilingual and multicultural world, critically reflecting on how learning the English language contributes to the insertion of subjects in the globalized world, including with regard to the world of work.
Which sentences correspond to Specific English Language Competences for Ensino Fundamental, according to BNCC:
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)
Literacy in an additional language, often referred to as "second language literacy" or "bilingual literacy," encompasses the ability to read, write, understand, and effectively ____________ using a language other than one's native or primary language.
Select the option that correctly fills the gap in the statement:
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)
Consider the statements related to the text presented below. Write T, for true, and F, for false:
(__)According to the text, educators who use plurilingual pedagogical practices insist on developing monolingual identities.
(__)Translanguaging pedagogies in the United States are used only as a scaffold in bilingual education programs.
(__)Plurilingual and translanguaging pedagogical practices are controversial in the education of language minoritized students.
Select the alternative with the correct sequence:
TEXTO 6
ESSENTIAL GAME ELEMENTS
At its heart, gamification is about taking elements from games and applying them to non-game settings (Deterding, 2011). While many look at modern video games as a key inspiration for gamification, central elements such as points and levels come out of tabletop roleplaying games. While no one has yet succeeded in coming up with an undisputed definition for "game," most would agree that to be considered a game, it must include at least the following aspects:
1. Interactivity: If there is no way for the player to affect change on the system; if there is nothing for the player to actually do, then it ceases to be a game.
2. Rules: A mechanism to constrain the behavior of players in pre-specified ways.
3. Goal(s): One or more objectives that players pursue while interacting with the game.
4. Quantifiable measure of progress (or success): This can be as simple as a binary acknowledgement of completion, or as complex as a set of cricket scores.
5. Definite ending: While some applications commonly referred to as games do not have clear endings (The Sims, for example), most games have a clear endpoint. By this measure of game, it could easily be argued that a formal educational course meets these criteria.
Source: Gamification in the Classroom: Old Wine in New Badges, by Katrin Becker and Scott Nicholson. In: Learning, Education and Games Volume Two: Bringing Games into Educational Contexis. ETC Press, 2006. Available on: hitps://www.researchgate.net/publication/308402198 Gam ification in the Classroom Old Wine in New Badges
Analise as seguintes afirmativas sobre o texto "Essential Game Elements”:
I. Gamification é uma metodologia ativa na qual professores usam jogos modernos em sala de aula para instigar a aprendizagem participativa.
Il. Uma sala de aula em um curso de educação formal que não utiliza gamification possui elementos de games, como os apontados no texto.
llI. Uma sala de aula de língua inglesa pode se beneficiar de gamification na maioria dos elementos, exceto o "final definido” (elemento 5), pois a língua(gem) está mudando constantemente e aprender inglês é uma descoberta constante.
Marque a alternativa CORRETA:
• Cultures are not characterised as bounded entities within national borders, but fluid and dynamic with blurred boundaries. Furthermore, cultures are viewed as heterogeneous, containing a great deal of variety among members (Baker, 2018).
• ELF (as in English as a Lingua Franca) is by definition intercultural in nature since ELF communication is typically defined as involving speakers from different linguacultures (Baker,2015).
• ELF research demonstrates how problematic it is to posit an inexorable link between particular languages and cultures, especially at the national level in intercultural communication (Baker,2018).
Sobre a relação entre língua e cultura, é correto afirmar que:
Os estudantes pesquisam informações específicas sobre mudanças climáticas em um artigo extenso. Para essa atividade, o objetivo é encontrar informações sobre as principais causas do aumento das temperaturas globais. Para tanto, o(a) professor(a) de Língua Inglesa estruturou os seguintes passos:
Passo 1 - Identifique palavras-chave relacionadas ao seu tópico. Neste caso, palavras como "causas do aumento das temperaturas globais" podem ser relevantes.
Passo 2 - Passe rapidamente pelos parágrafos do texto, procurando especificamente pelas palavras-chave identificadas. Não leia cada palavra, mas busque atentamente por termos específicos que correspondam ao seu objetivo.
Podemos afirmar que os estudantes aplicam a seguinte estratégia de leitura:
( )Através da interdisciplinaridade, é possível integrar conceitos científicos com o ensino de inglês. Por exemplo, ao estudar um tema como a sustentabilidade, os alunos podem explorar vocabulário relacionado ao meio ambiente em inglês, ao mesmo tempo em que aprendem sobre questões ambientais.
( )A interação entre o ensino de inglês e história pode envolver a exploração de eventos históricos, personagens e contextos culturais por meio de textos e atividades em inglês. Isso enriquece a compreensão dos alunos sobre a língua e a cultura.
( )A interdisciplinaridade no ensino de Língua Inglesa rompe com os limites das próprias disciplinas, buscando uma compreensão holística e incorporando não apenas conhecimentos, mas também valores, experiências e perspectivas.
A sequência CORRETA é:
Diante de uma turma heterogênea, um(a) professor(a) percebe que alguns estudantes apresentam dificuldades de aprendizado. Após uma análise mais aprofundada, ele(ela) identifica que um aluno possui dislexia. Como as aulas de Língua Inglesa poderiam ser adaptadas para atender às necessidades desse estudante?
1.( )Os temas transversais no ensino de Língua Inglesa são abordagens educacionais que buscam integrar questões relevantes e significativas no contexto social, cultural e global ao ensino da língua.
2.( )Os temas transversais não se limitam apenas ao desenvolvimento das habilidades linguísticas, mas também visam promover a consciência crítica, a cidadania ativa e a compreensão intercultural.
3.( )Além do aprimoramento das habilidades linguísticas, o ensino com temas transversais também contribui para o desenvolvimento de competências transversais, como pensamento crítico, comunicação eficaz, colaboração e resolução de problemas.
A sequência CORRETA é:
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