As duas afirmativas são verdadeiras.

A afirmativa I é verdadeira, e a II é falsa.

A afirmativa II é verdadeira, e a I é falsa.

As duas afirmativas são falsas.

As duas afirmativas são verdadeiras.

A afirmativa I é verdadeira, e a II é falsa.

A afirmativa II é verdadeira, e a I é falsa.

As duas afirmativas são falsas.

Eat.

Mate.

Play.

Sing.

“Many schools merely use some designated days to celebrate ‘ethnic’ meals, for example, and the schools consider that to be an adequate way to teach diversity. Equally can have some misconceptions. In this empirical view we can find three key assumptions underpinning multicultural education: a) that educational achievement can be raised by learning about children’s cultural and ethnic ‘roots’; b) that improvement of equality of opportunity can be achieved by learning about children’s culture and its tradition; c) that prejudice and discrimination can be reduced if children and adults are taught about cultural aspects from those different cultural and ethnic backgrounds. The argument, stated above, show that teaching CPCCT in education means going by teaching and some specific aspects of grammar tasks and written traditions in a right spelling.” (Adapted from Cultural Plurality in the FL National Curriculum Parameters: a study of race/ethnicity by Aparecida de Jesus Ferreira)

“Many schools merely use some designated days to celebrate ‘ethnic’ meals, for example, and the schools consider that to be an adequate way to teach diversity. Equally can have some misconceptions. In this empirical view we can find three key assumptions underpinning multicultural education: a) that educational achievement can be raised by learning about high class cultural approach and ethnic ‘roots’; b) that improvement of equality of opportunity can be achieved by learning about children’s culture and its tradition; c) that prejudice and discrimination keep growing if children and adults are taught about cultural aspects from those different cultural and economic backgrounds. The argument, stated above, show that teaching CPCCT in education means going beyond teaching about some specific aspects of culture and ethnic folk traditions.” (Adapted from Cultural Plurality in the FL National Curriculum Parameters: a study of race/ethnicity by Aparecida de Jesus Ferreira)

“Many schools merely use some designated days to celebrate ‘ethnic’ meals, for example, and the schools consider that to be an adequate way to teach diversity. Equally can have some misconceptions. In this empirical view we can find three key assumptions underpinning multicultural education: a) that educational achievement cannot be raised by learning about children’s cultural and ethnic ‘roots’; b) that improvement of equality of opportunity will be achieved by learning about children’s culture and its behaviors; c) that prejudice and discrimination keep growing if children and adults are taught about cultural aspects from those different cultural and ethnic backgrounds. The argument, stated above, show that teaching CPCCT in education means going beyond teaching about some specific aspects of culture and ethnic folk traditions.” (Adapted from Cultural Plurality in the FL National Curriculum Parameters: a study of race/ethnicity by Aparecida de Jesus Ferreira)

“Many schools merely use some designated days to celebrate ‘ethnic’ meals, for example, and the schools consider that to be an adequate way to teach diversity. Equally can have some misconceptions. In this empirical view we can find three key assumptions underpinning multicultural education: a) that educational achievement can be raised by learning about children’s cultural and ethnic ‘roots’; b) that improvement of equality of opportunity can be achieved by learning about children’s culture and its tradition; c) that prejudice and discrimination can be reduced if children and adults are taught about cultural aspects from those different cultural and ethnic backgrounds. The argument, stated above, show that teaching CPCCT in education means going beyond teaching about some specific aspects of culture and ethnic folk traditions.” (Adapted from Cultural Plurality in the FL National Curriculum Parameters: a study of race/ethnicity by Aparecida de Jesus Ferreira)

as tendências mencionadas no artigo são estritamente inovadoras e estão em voga atualmente.

o conceito de “spaced repetition” é uma das novas tendências no ensino de língua inglesa no contexto atual.

estudos nos anos 1930 apontaram que a revisão diária era a forma mais eficaz de retenção de informações.

os estudos sobre memória feitos por Hermann Ebbinghaus não causaram interesse em pesquisas posteriores.

o tempo gasto pelo professor para preparar materiais utilizando conteúdos online pode ser um fator de desmotivação.

Been/ found/ unlock.

Been/ find/ unlock.

Been/ find/ unlocked.

Be/ find/ unlock.

Tried/have.

Tried/has.

Try/have.

Tryed/had.

Students should not be encouraged to organize their learning based on aspects that are considered myths by neuroscience, such as learning styles. Autonomy goes beyond the concept of identifying how we can learn better.

Standardized tests have been discredited by the concept of autonomy. Students ought to be led to discuss their own realities, focusing on problems they face in their own communities. Therefore, these tests go against the idea of autonomy defended by Kumaravadivelu.

Students should avoid their teachers’ interventions. Autonomy is a process that needs to be encouraged by activities focused on the development of self-learning.

According to the author of ‘The post method…’, social autonomy is mostly intrapersonal, which is why students who acquire it tend to make better decisions about their learning strategies, thus being able to help their peers.

Learners can be encouraged to reflect on their learning styles and strategies in order to achieve autonomy. Moreover, they can incorporate styles and strategies used by successful learners as a complement to their own learning process.

Teachers need to be better prepared by the university in order to learn how to select a method which will make teaching more practical to students, allowing them to use the language based on the models that have been used successfully worldwide.

This dimension refers to the necessity of combining theory and practice. Teachers play a very important role in the selection of material, thus they are led to adopt materials that were designed to approach language in a global way, focusing, in his practice, on the context of native speakers.

Practicality, according to Kumaravadivelu, is deeply rooted in Paulo Freire’s theories. Teachers should encourage students to put everything they learn into practice in a contextualized way. In order to do so, teachers need to be able to reproduce a method they have learned and that they consider appropriate. For him, practice and theory are constantly together.

Practicality comprehends a whole new set of activities that can be designed by the teacher to promote a more practical use of the language. Among the techniques discussed by Kumaravadivelu in his text, providing spaces for students to discuss issues related to the countries where the target language is spoken seems to be the most effective one.

Kumaravadivelu defends the idea that teachers are entitled to developing their own theories, considering that each context demands a different approach, which means students can discuss their own contexts when learning the target language. For him, there is no theory without practice.