Questões de Concurso
Sobre ensino da língua estrangeira inglesa em inglês
Foram encontradas 2.117 questões
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2023 |
Q3529178
Inglês
Texto associado
Read the text to answer question.
All teachers, whether at the start of their careers or
after some years of teaching, need to be able to try out new
activities and techniques. It is important to be open to such
new ideas and take them into the classroom.
But such experimentation will be of little use unless we
can then evaluate these activities. Were they successful? Did
the students enjoy them? Did they learn anything from them?
How could the activities be changed to make them more
effective next time?
One way of getting feedback is to ask students simple
questions such as ‘Did you like that exercise? Did you find
it useful?’ and see what they say. But not all students will
discuss topics like this openly in class. It may be better to ask
them to write their answers down and hand them in.
Another way of getting reactions to new techniques is to
invite a colleague into the classroom and ask him or her to
observe what happens and make suggestions afterwards.
The lesson could also be videoed.
In general, it is a good idea to get students’ reactions
to lessons, and their aspirations about them, clearly stated.
Many teachers encourage students to say what they feel
about the lessons and how they think the course is going. The
simplest way to do this is to ask students once every fortnight,
for example, to write down two things they want more of and
two things they want less of. The answers you get may prove
a fruitful place to start a discussion, and you will then be able
to modify what happens in class, if you think it appropriate,
in the light of your students’ feelings. Such modifications will
greatly enhance the teacher’s ability to manage the class.
Good teacher managers also need to assess how well
their students are progressing. This can be done through
a variety of measures including homework assignments,
speaking activities where the teacher scores the participation
of each student, and frequent small progress tests. Good
teachers keep a record of their students’ achievements so
that they are always aware of how they are getting on. Only
if teachers keep such kinds of progress records can they
begin to see when teaching and learning has or has not been
successful.
(Harmer, Jeremy. How to teach English. Londres: Longman, 1998)
Which of the following would be the most appropriate title
for the text?
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2023 |
Q3529174
Inglês
Texto associado
Read the text to answer question.
Traditional EFL classrooms face several challenges,
including limited exposure to authentic language use, lack
of engagement, and varying learner proficiency levels.
Research indicates that reliance on non-authentic materials
can hinder listening comprehension and motivation among
students. For instance, substituting traditional listening inputs
with spontaneous teacher discourse and storytelling has been
proposed as a means to enhance engagement and provide
authentic language exposure (Ypsilanti, 2024). Additionally,
the integration of Content and Language Integrated Learning
(CLIL) approaches can bridge the gap between vocabulary
learning and meaningful text production, fostering a more
engaging learning environment (Balle & Olsen, 2023).
Moreover, varying proficiency levels among learners often lead
to common writing errors, such as grammatical mistakes and
vocabulary misuse, which necessitate targeted instructional
strategies to address these challenges effectively (Isma et al., 2023). Teachers also encounter difficulties in adapting
to curriculum reforms and integrating digital media due to
limited resources and training, which can further exacerbate
engagement issues (Alnasib & Alharbi, 2024; Syarifuddin &
Hz, 2023). Addressing these challenges requires innovative
teaching strategies and a supportive infrastructure to enhance
EFL learning outcomes.
(Sari, Nurhidayah. The Role of Technology in Facilitating EFL Learning:
A Case Study Approach. Journal of Education Research, v. 5, 2024)
De acordo com o texto, qual das alternativas apresenta
um obstáculo persistente à modernização do ensino de
inglês como língua estrangeira, especialmente no que diz
respeito à implementação de estratégias inovadoras?
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2023 |
Q3529173
Inglês
Texto associado
Read the text to answer question.
Traditional EFL classrooms face several challenges,
including limited exposure to authentic language use, lack
of engagement, and varying learner proficiency levels.
Research indicates that reliance on non-authentic materials
can hinder listening comprehension and motivation among
students. For instance, substituting traditional listening inputs
with spontaneous teacher discourse and storytelling has been
proposed as a means to enhance engagement and provide
authentic language exposure (Ypsilanti, 2024). Additionally,
the integration of Content and Language Integrated Learning
(CLIL) approaches can bridge the gap between vocabulary
learning and meaningful text production, fostering a more
engaging learning environment (Balle & Olsen, 2023).
Moreover, varying proficiency levels among learners often lead
to common writing errors, such as grammatical mistakes and
vocabulary misuse, which necessitate targeted instructional
strategies to address these challenges effectively (Isma et al., 2023). Teachers also encounter difficulties in adapting
to curriculum reforms and integrating digital media due to
limited resources and training, which can further exacerbate
engagement issues (Alnasib & Alharbi, 2024; Syarifuddin &
Hz, 2023). Addressing these challenges requires innovative
teaching strategies and a supportive infrastructure to enhance
EFL learning outcomes.
(Sari, Nurhidayah. The Role of Technology in Facilitating EFL Learning:
A Case Study Approach. Journal of Education Research, v. 5, 2024)
Based on the text, which of the following pedagogical
strategies most comprehensively addresses the
interconnected challenges faced in traditional EFL
classrooms?
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2023 |
Q3529165
Inglês
Texto associado
Leia a tirinha para responder à questão:
(https://www.boredpanda.com/languages-customs-comics-itchy-feet-comic-part-3/)
Um professor que queira aproveitar a tirinha para trabalhar interculturalidade proporá aos alunos a seguinte atividade:
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2023 |
Q3529160
Inglês
Texto associado
Read the text to answer question:
In foreign language education, the teaching of culture
remains a hotly debated issue. What is culture? What is its
relation to language? Which and whose culture should be
taught? What role should the learners’ culture play in the
acquisition of knowledge of the target culture? How can
we avoid essentializing cultures and teaching stereotypes?
And how can we develop in the learners an intercultural
competence that would shortchange neither their own culture
nor the target culture, but would make them into cultural
mediators in a globalized world? This paper explores these
issues from the perspective of the large body of research
done in Australia, Europe and the U.S. in the last twenty
years. It links the study of culture to the study of discourse
(see, e.g., Kramsch 1993, 1998, 2004) and to the concept
of translingual and transcultural competence proposed by the Modern Language Association (e.g., Kramsch, 2010). Special
attention will be given to the unique role that the age-old
Persian culture can play in fostering the cultural mediators of
tomorrow.
(KRAMASCH, Claire. Cultura no ensino de língua estrangeira.
Bakhtiniana: Revista de Estudos do Discurso, São Paulo,
LAEL/PUC-SP, v. 19, n. 4, 2024)
De acordo com o trecho, uma questão importante da
discussão sobre o ensino de cultura em línguas estrangeiras é
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2023 |
Q3529159
Inglês
Texto associado
Read the text to answer question:
In foreign language education, the teaching of culture
remains a hotly debated issue. What is culture? What is its
relation to language? Which and whose culture should be
taught? What role should the learners’ culture play in the
acquisition of knowledge of the target culture? How can
we avoid essentializing cultures and teaching stereotypes?
And how can we develop in the learners an intercultural
competence that would shortchange neither their own culture
nor the target culture, but would make them into cultural
mediators in a globalized world? This paper explores these
issues from the perspective of the large body of research
done in Australia, Europe and the U.S. in the last twenty
years. It links the study of culture to the study of discourse
(see, e.g., Kramsch 1993, 1998, 2004) and to the concept
of translingual and transcultural competence proposed by the Modern Language Association (e.g., Kramsch, 2010). Special
attention will be given to the unique role that the age-old
Persian culture can play in fostering the cultural mediators of
tomorrow.
(KRAMASCH, Claire. Cultura no ensino de língua estrangeira.
Bakhtiniana: Revista de Estudos do Discurso, São Paulo,
LAEL/PUC-SP, v. 19, n. 4, 2024)
Considerando sua experiência no ensino de gêneros textuais em língua inglesa, incluindo o contexto acadêmico,
identifique a seção de um artigo científico cujas características linguísticas e discursivas correspondem ao texto
apresentado.
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2023 |
Q3529153
Inglês
Texto associado
Read the text to answer question:
Information and communication technology (ICT)
ICT uses language to develop and apply technical
computing skills. Learners practise how to find, develop,
analyse and present information, and they learn how to model
situations, solve problems and evaluate their solutions. There
are many opportunities for CLIL ICT teachers to support
their learners’ understanding of key ICT concepts and skills
through the use of physical objects, visuals, demonstrations
and hands-on practice. It is these visual elements of the
subject that makes ICT a good one for learners who are new
to CLIL. However, since ICT lessons may often concentrate
on technical skills or involve learners sitting silently behind
a computer, the challenge for ICT teachers is to create
opportunities for CLIL learners to think for themselves, to
speak and to practise communicating in writing. ICT is ideal
for cross-curricular work: learners can use the content of their subject lessons to carry out ICT tasks in another language. As
they develop ICT knowledge and skills, CLIL learners can be
taught how to think, talk and write like ICT specialists.
(DALE, Liz; TANNER, Rosie. CLIL activities: a resource for subjects and
language teachers. Cambridge: Cambridge University, 2012)
According to the extract, which of the following types of
materials can support learners in ICT CLIL lessons?
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2023 |
Q3529152
Inglês
Texto associado
Read the text to answer question:
Information and communication technology (ICT)
ICT uses language to develop and apply technical
computing skills. Learners practise how to find, develop,
analyse and present information, and they learn how to model
situations, solve problems and evaluate their solutions. There
are many opportunities for CLIL ICT teachers to support
their learners’ understanding of key ICT concepts and skills
through the use of physical objects, visuals, demonstrations
and hands-on practice. It is these visual elements of the
subject that makes ICT a good one for learners who are new
to CLIL. However, since ICT lessons may often concentrate
on technical skills or involve learners sitting silently behind
a computer, the challenge for ICT teachers is to create
opportunities for CLIL learners to think for themselves, to
speak and to practise communicating in writing. ICT is ideal
for cross-curricular work: learners can use the content of their subject lessons to carry out ICT tasks in another language. As
they develop ICT knowledge and skills, CLIL learners can be
taught how to think, talk and write like ICT specialists.
(DALE, Liz; TANNER, Rosie. CLIL activities: a resource for subjects and
language teachers. Cambridge: Cambridge University, 2012)
According to the extract, ICT is considered a good subject
for learners who are new to CLIL because
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2023 |
Q3529149
Inglês
Texto associado
Read the text to answer question:
CLIL is an approach or method which integrates the
teaching of content from the curriculum with the teaching
of a non-native language. It is increasingly important in our
global, technological society, where knowledge of another
language helps learners to develop skills in their first or home
language and also helps them develop skills to communicate
ideas about science, arts and technology to people around
the world. It gives learners a different learning experience
compared with most foreign language teaching because in
a CLIL classroom, the curricular subject and new language
are taught together. Thinking and learning skills are integrated
too. CLIL can involve many methodologies from both subject
and language teaching, so CLIL presents new challenges for
teachers and learners.
(BENTLEY, Kay. The TKT course CLIL module. Cambridge:
Cambridge University, 2010)
According to the text, what makes CLIL a unique and
valuable approach to language learning in today’s global
society is that it
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2020 |
Q3524727
Inglês
Leia a citação a seguir:
“Never make fun of someone who doesn’t speak English proper. They already be speaking another language.”
Anonymous
The teacher who praises this attempt at communication is one who follows the concepts of the
“Never make fun of someone who doesn’t speak English proper. They already be speaking another language.”
Anonymous
The teacher who praises this attempt at communication is one who follows the concepts of the
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2020 |
Q3524726
Inglês
This is the name of a site which discusses the post-method
era in language teaching and learning.
eNglIsh lANguAge TeAChINg IN The POsT-MeThOd erA
Its representation is consistent with the following comment:
eNglIsh lANguAge TeAChINg IN The POsT-MeThOd erA
Its representation is consistent with the following comment:
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2020 |
Q3524723
Inglês
Texto associado
Read the text to answer question.
Our world is changing rapidly and so are the needs and
wants of our learners. Mobile phones and social media have
become staples in students’ daily lives. Many work from home
and value flexibility in when and where they learn. English has
become an essential tool for international communication,
and so have many transferable skills that are crucial to our
learners’ employability in a landscape where new jobs and
tasks are constantly being created.
It can be tricky to define ‘innovation’ and often, when we
talk about innovations, it is easy to only focus on technological
innovations. However, innovations go beyond technological
advancements. In the world of English language teaching
(ELT), innovation introduces new and original elements in
methodology, design, content, and, of course, in technology.
However innovative, technology shouldn’t be used for the sake
of using the latest technology because innovation is about
addressing and solving current challenges and offering fresh
solutions. It is about adapting to changing needs and contexts
and enhancing learning outcomes. It is about reimagining old
ways of teaching and learning and attempting new pedagogies.
In other words, innovation is about moving forward with the
way we do things because it can make things more effective
and more efficient for the educator and the learner.
(https://www.britishcouncil.org/voices-magazine/2024)
No Currículo Paulista, lemos que, entre as competências
específicas de língua inglesa para o ensino fundamental,
é esperado:
“Utilizar novas tecnologias, com novas linguagens e modos de interação, para pesquisar, selecionar, compartilhar, posicionar-se e produzir sentidos em práticas de letramento na língua inglesa, de forma ética, crítica e responsável.”
O trecho do texto do British Council que vai ao encontro dessa proposta é
“Utilizar novas tecnologias, com novas linguagens e modos de interação, para pesquisar, selecionar, compartilhar, posicionar-se e produzir sentidos em práticas de letramento na língua inglesa, de forma ética, crítica e responsável.”
O trecho do texto do British Council que vai ao encontro dessa proposta é
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2020 |
Q3524706
Inglês
Texto associado
Read the text and answer question.
A new age has dawned in additional language teaching
methodology which directly reflects wider changes in the
world. In the corresponding sea-change in educational
philosophy, Content and Language Integrated Learning (CLIL)
presents an opportunity and a threat to accepted language
teaching practice. As with immersion, formal language
instruction remains integral to most CLIL models. But for this
to be synchronous to subject teaching through an additional
language, curricular and methodological adjustment is often
required.
The ways in which content and language are integrated
influence decision-making on how each is handled within the
model. For example, this may be through language-learning
preparation before the CLIL course, language learning
embedded in the CLIL course, or language learning parallel
to the CLIL course.
A useful starting point is to consider the content of
learning. The concept of what constitutes content in a CLIL
context is much more flexible than selecting a discipline from
a traditional school curriculum such as geography, music,
biology or physics. Whilst curricular subjects such as these
might be appropriate for some CLIL programmes, contextual
variables such as teacher availability, language support,
age of learners and the social demands of the learning
environment may mean that a different choice of content is
more appropriate. In other words: what exactly is meant by
‘content’ in CLIL will depend on the context of the learning
institution.
However, the crucial point here is that, no matter whether
issues concerning the content or the language are more
dominant at a given point, neither must be subsumed or the
interrelationship between the two ignored.
(COYLE, Do; HOOD, Philip; MARSH, David. 2010. Adaptado)
Taking into account both the first sentence of the text and
what we know about the concepts that support the CLIL
methodology, it is correct to state that CLIL represents
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2020 |
Q3524705
Inglês
Segundo Brown (2006) e Harmer (1998), “registro”,
na linguagem e na comunicação, refere-se ao grau
de formalidade usado na fala ou escrita, conforme determinado pelo contexto social de uma interação. Um
professor decide usar o quadrinho com seus alunos de
língua estrangeira para trabalhar adequação de tipo de
registro e prepara para isso uma atividade comunicativa. Tal atividade encontra-se em:
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2020 |
Q3524701
Inglês
Texto associado
Read the text to answer questions from.
Communicative Language Teaching (CLT) was a 1970s
reaction to much that had gone before, and has guiding
principles: first, language is not just patterns of grammar with
vocabulary items slotted in; it also involves language functions
such as inviting, agreeing and disagreeing, suggesting, etc.,
which students should learn how to perform using a variety
of language exponents (e.g. we can invite by saying “Would
you like to come to the cinema?’, ‘D’you fancy coming to the
cinema?’, ‘What about coming to the cinema?’, ‘How about a
film?’, ‘Are you on for a film?, etc). Students also need to be
aware of the need for appropriacy when talking and writing
to people in terms of the kind of language they use (formal,
informal, tentative, technical, etc). CLT is not just about the
language; it is actually about how it is used.
The second principle of Communicative Language
Teaching is that if students get enough exposure to language,
and opportunities for language use, and if they are motivated,
then language learning will take care of itself. Thus, CLT has a
lot in common with the acquisition view of language absorption.
As a result, the focus of much CLT has been on students
communicating real messages, and not just grammatically
controlled language. The deployment of many communicative
activities, where students use all and any language they know
to communicate, shows this aspect of CLT at work.
(Harmer, J. 1998. Adaptado)
A possible explanation for “language exponents”, as used
in the context of second language teaching and learning,
is
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2020 |
Q3524700
Inglês
Texto associado
Read the text to answer questions from.
Communicative Language Teaching (CLT) was a 1970s
reaction to much that had gone before, and has guiding
principles: first, language is not just patterns of grammar with
vocabulary items slotted in; it also involves language functions
such as inviting, agreeing and disagreeing, suggesting, etc.,
which students should learn how to perform using a variety
of language exponents (e.g. we can invite by saying “Would
you like to come to the cinema?’, ‘D’you fancy coming to the
cinema?’, ‘What about coming to the cinema?’, ‘How about a
film?’, ‘Are you on for a film?, etc). Students also need to be
aware of the need for appropriacy when talking and writing
to people in terms of the kind of language they use (formal,
informal, tentative, technical, etc). CLT is not just about the
language; it is actually about how it is used.
The second principle of Communicative Language
Teaching is that if students get enough exposure to language,
and opportunities for language use, and if they are motivated,
then language learning will take care of itself. Thus, CLT has a
lot in common with the acquisition view of language absorption.
As a result, the focus of much CLT has been on students
communicating real messages, and not just grammatically
controlled language. The deployment of many communicative
activities, where students use all and any language they know
to communicate, shows this aspect of CLT at work.
(Harmer, J. 1998. Adaptado)
Um professor propõe um trabalho em pares usando os
exemplos de sentenças interrogativas encontrados no
segundo parágrafo.
Assinale a alternativa que apresenta uma proposta de atividade comunicativa.
Assinale a alternativa que apresenta uma proposta de atividade comunicativa.
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2020 |
Q3524699
Inglês
Texto associado
Read the text to answer questions from.
Communicative Language Teaching (CLT) was a 1970s
reaction to much that had gone before, and has guiding
principles: first, language is not just patterns of grammar with
vocabulary items slotted in; it also involves language functions
such as inviting, agreeing and disagreeing, suggesting, etc.,
which students should learn how to perform using a variety
of language exponents (e.g. we can invite by saying “Would
you like to come to the cinema?’, ‘D’you fancy coming to the
cinema?’, ‘What about coming to the cinema?’, ‘How about a
film?’, ‘Are you on for a film?, etc). Students also need to be
aware of the need for appropriacy when talking and writing
to people in terms of the kind of language they use (formal,
informal, tentative, technical, etc). CLT is not just about the
language; it is actually about how it is used.
The second principle of Communicative Language
Teaching is that if students get enough exposure to language,
and opportunities for language use, and if they are motivated,
then language learning will take care of itself. Thus, CLT has a
lot in common with the acquisition view of language absorption.
As a result, the focus of much CLT has been on students
communicating real messages, and not just grammatically
controlled language. The deployment of many communicative
activities, where students use all and any language they know
to communicate, shows this aspect of CLT at work.
(Harmer, J. 1998. Adaptado)
According to the second paragraph, CLT and the concept
of language acquisition
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2020 |
Q3524693
Inglês
Texto associado
Read the text to answer question.
Different times, different methods
Current teaching practice is the direct result of the
acquisition-versus-learning debate. Also, both abstract theory
and practical techniques have been discussed, have gone
in and out of fashion, and have influenced what was and is
included in classrooms and teaching materials.
In the 1990s, for example, there was considerable
discussion about the Lexical Approach. In the 1970s, methods
such as the Silent Way were advocated, and although they
may not be used much any more – certainly not as they
were originally envisaged – still some of the techniques
they included have been incorporated into modern teaching
practice.
Amongst the plethora of ideas and techniques which
have been offered over the years, some trends have had, and
continue to have a significant impact on how languages are
taught today.
(HARMER, J. 1998. Adaptado.)
Um professor decide usar o trecho de Harmer com seus
alunos de língua estrangeira. Pede que leiam o título
do texto para levantar hipóteses sobre seu conteúdo.
O professor estará fazendo com que seus alunos coloquem em uso a estratégia de leitura denominada
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2020 |
Q3524689
Inglês
Texto associado
Read the text to answer question.
Different times, different methods
Current teaching practice is the direct result of the
acquisition-versus-learning debate. Also, both abstract theory
and practical techniques have been discussed, have gone
in and out of fashion, and have influenced what was and is
included in classrooms and teaching materials.
In the 1990s, for example, there was considerable
discussion about the Lexical Approach. In the 1970s, methods
such as the Silent Way were advocated, and although they
may not be used much any more – certainly not as they
were originally envisaged – still some of the techniques
they included have been incorporated into modern teaching
practice.
Amongst the plethora of ideas and techniques which
have been offered over the years, some trends have had, and
continue to have a significant impact on how languages are
taught today.
(HARMER, J. 1998. Adaptado.)
The Lexical Approach, mentioned in the second paragraph,
can be described as an approach in which
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524664
Inglês
Texto associado
Em relação ao ensino de cultura, Kramasch escreve:
In foreign language education, the teaching of culture
remains a hotly debated issue. What is culture? What is its
relation to language? Which and whose culture should be
taught? What role should the learners’ culture play in the
acquisition of knowledge of the target culture? How can
we avoid essentializing cultures and teaching stereotypes?
And how can we develop in the learners an intercultural
competence that would shortchange neither their own culture
nor the target culture, but would make them into cultural
mediators in a globalized world?
(KRAMASCH, Claire. 2024. Adaptado)
Read the strip and compare it to the content of the text.
(https://www.boredpanda.com/community/chinesetinyeyes/)
The question by Kramash which most directly relates to the situation illustrated in the strip is found in
Conheça nossos planos