Questões de Concurso
Sobre interpretação de texto | reading comprehension em inglês
Foram encontradas 12.903 questões
Ano: 2026
Banca:
FCM
Órgão:
IF-AM
Prova:
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Inglesa |
Q3877283
Inglês
Texto associado
Language Teaching Methodology:
A Text-based Approach
What is a text-based approach to language teaching?
A text-based approach entails:
1. Linking spoken and written texts to the cultural
context of their use.
2. Designing units of work that focus on developing
skills in relation to whole texts.
3. Providing students with guided practice as
they develop language skills for meaningful
communication through whole texts.
(…) The objective of this approach is to make students
acquainted with several texts which have a different
context. The result will be the following: students will
“produce and understand oral and written discourse
in various natural or stimulated communicative
settings in which they participate with a specific and
explicit intention” (Mumba and Mkandawire, 2019,
n.p.).
According to this teaching approach, the ability to
understand different types of text helps to strengthen
overall communicative skills in a second language.
How does a text-based language teaching strategy
work?
“The Text-based Integrated Approach means that a
series of lessons probably one or two weeks’ work will
comprise a unit which centre around a written text.
This will have to be chosen carefully by the teacher
for its suitability in terms of interest, level of difficulty,
and appropriateness to the learners” (Mumba and
Mkandawire, 2019, n.p.).
A language, after all, does incorporate different texts.
For instance, rather than just teaching isolated words
such as teeth, we can make up a story about how
important it is to brush our teeth, at least twice a
day in order to avoid visits to the dentist. It appears
from different studies that students, at any age, learn
more effectively when grammar and vocabulary are taught altogether. And, when the teaching material
makes students enthusiastic. Consequently, it is
recommended to choose texts which will trigger
interest. For instance, young children may be
interested in animals and cartoons whereas older
ones will find topics such as movies, music, sports, or
even politics more appealing.
We can divide the language learning activities under
the text-based approach into two different categories:
Working on the text and working from the text.
Working on the text includes exercises that test
the student’s understanding of the text. Among
them, there are exercises like gap-filling (or fillin-the-blanks), writing summary, linking actions,
paraphrasing, and sequencing events for example.
Among working from the text exercises, there are
debating the idea presented in the text, finding
arguments for and against the topic or thesis
presented by the text, developing a conversation
between student groups using the text’s topic and
vocabulary. Working from the text activities test
the student’s ability to decode at a deeper level
the message of the text and to use the information
learned in a communicative context. Such activities
allow for training both the student’s reading and
speaking skills.
What are the main advantages of the text-based
language teaching approach?
Lessons can integrate debates, roles plays, drama, or
any sort of competition if preparation is given. This
method implies that “teaching should focus on all the
four language skills (speaking, reading, writing and
listening). All activities are designed with reference
to a particular text” (Mumba and Mkandawire, 2019,
n.p.). This particular method seems to increase
memorization and overall learning. As Study.com
points out students can understand the meaning of
new words by themselves by reading them in context
and can also quickly acquire new vocabulary that
evolves around that one topic.
Disponível em: https://sanako.com/a-text-based-language-teaching-methodology. Acesso em: 27 nov. 2025. (Adaptado).
What does a Text-based Approach imply?
Ano: 2026
Banca:
FCM
Órgão:
IF-AM
Prova:
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Inglesa |
Q3877276
Inglês
As stated by McCarthy, in An Introduction to
English Morphology, “a proverb is a traditional
saying, syntactically a sentence, whose conventional
interpretation differs from what is suggested by the
literal meaning of the words it contains.”
Associate the meaning with the proverb.
PROVERBS
1. Beggars can’t be choosers 2. A stitch in time saves nine 3. Every cloud has a silver lining 4. Too many cooks spoil the broth 5. It is no use crying over spilt milk
MEANINGS
( ) If you depend on others, you can’t be too picky. ( ) Even difficult situations have something positive hidden within them. ( ) Having too many people involved in a task makes it harder to complete. ( ) After an accident one should look to the future, rather than waste time wishing the accident had no happened. ( ) Anticipating a future problem and taking care to avoid it is less troublesome in the long run than responding to the problem after it has arisen.
The correct sequence of this association is:
Associate the meaning with the proverb.
PROVERBS
1. Beggars can’t be choosers 2. A stitch in time saves nine 3. Every cloud has a silver lining 4. Too many cooks spoil the broth 5. It is no use crying over spilt milk
MEANINGS
( ) If you depend on others, you can’t be too picky. ( ) Even difficult situations have something positive hidden within them. ( ) Having too many people involved in a task makes it harder to complete. ( ) After an accident one should look to the future, rather than waste time wishing the accident had no happened. ( ) Anticipating a future problem and taking care to avoid it is less troublesome in the long run than responding to the problem after it has arisen.
The correct sequence of this association is:
Ano: 2026
Banca:
FCM
Órgão:
IF-AM
Prova:
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Inglesa |
Q3877273
Inglês
According to ideas developed by Brown and
Abeywickrama, in Language assessment: principles
and classroom practices, indicate whether each of
the following statements about the advantages of
standardized tests is true (T) or false (F).
( ) Readily available product. ( ) Easily administered only to small groups. ( ) Previously validated product (in many cases). ( ) Streamlined scoring and reporting procedures. ( ) As an indirect testing, it will always elicit a good sample of performance.
According to the statements, the correct sequence is:
( ) Readily available product. ( ) Easily administered only to small groups. ( ) Previously validated product (in many cases). ( ) Streamlined scoring and reporting procedures. ( ) As an indirect testing, it will always elicit a good sample of performance.
According to the statements, the correct sequence is:
Ano: 2026
Banca:
FCM
Órgão:
IF-AM
Prova:
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Inglesa |
Q3877272
Inglês
Considering the statements presented by Lightbown
and Spada, in How Languages are Learned, about the
behaviourist perspective, a theory of learning that
was very influential in the 1940s and 1950s, especially
in the United States, analyze the following assertions.
I- The behavourists viewed imitation and practice as the primary processes in language development.
II- This theory gives great importance to the environment as the source of everything the child needs to learn.
III- Traditional behaviourists hypothesized that when children imitated the language produced by those around them, their attempts to reproduce what they heard received ‘positive reinforcement’.
IV- Encouraged by their environment, children would continue to imitate and practice the sounds and patterns until they formed ‘habits’ of correct language use.
V- According to this view, the quality and quantity of the language the child hears, as well as the consistency of the reinforcement offered by others in the in the environment, would not shape the child’s language behaviour.
It is correct only what is stated in
I- The behavourists viewed imitation and practice as the primary processes in language development.
II- This theory gives great importance to the environment as the source of everything the child needs to learn.
III- Traditional behaviourists hypothesized that when children imitated the language produced by those around them, their attempts to reproduce what they heard received ‘positive reinforcement’.
IV- Encouraged by their environment, children would continue to imitate and practice the sounds and patterns until they formed ‘habits’ of correct language use.
V- According to this view, the quality and quantity of the language the child hears, as well as the consistency of the reinforcement offered by others in the in the environment, would not shape the child’s language behaviour.
It is correct only what is stated in
Ano: 2026
Banca:
FCM
Órgão:
IF-AM
Prova:
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Inglesa |
Q3877270
Inglês
Indicate whether each of the following statements
presented by Jeremy Harmer, in The practice of English
language teaching, about the advantages of nonnative-English-speaker teachers, is true (T) or false (F).
( ) They have often had the same experience of learning English as their students.
( ) They are frequently considerably more familiar with local customs and learning styles.
( ) On the vast majority of contexts, in countries all over the world, English is taught by non-nativeEnglish-speaker teachers.
( ) They represent a “Western culture” from which spring the ideals both of the English language and English language teaching methodology.
According to the statements, the correct sequence is:
( ) They have often had the same experience of learning English as their students.
( ) They are frequently considerably more familiar with local customs and learning styles.
( ) On the vast majority of contexts, in countries all over the world, English is taught by non-nativeEnglish-speaker teachers.
( ) They represent a “Western culture” from which spring the ideals both of the English language and English language teaching methodology.
According to the statements, the correct sequence is:
Ano: 2026
Banca:
AGIRH
Órgão:
Prefeitura de Lavrinhas - SP
Prova:
AGIRH - 2026 - Prefeitura de Lavrinhas - SP - Professor de Ensino Fundamental II - Inglês 24h |
Q3872719
Inglês
Texto associado
Why Even Basic A.I. Use Is So Bad for Students
Last spring, it became clear to me that over half the students in my large general education lecture course had used artificial intelligence tools, contrary to my explicit policy, to write their final take-home exams. (Ironically, the course was titled Contemporary Moral Problems: The Value of Human Life.) I had asked them about some very recent work in philosophy, parts of which happened to share titles with entirely different ideas in medieval theology. You can guess which topics the students ended up “writing” about.
My situation was hardly unique — rampant A.I. cheating has been reported all over the country. But I felt a dread I struggled to express until a colleague articulated the problem in stark terms: “Our students are about to turn subcognitive,” she said. That was it. At stake are not just specialized academic skills or refined habits of mind but also the most basic form of cognitive fluency. To leave our students to their own devices — which is to say, to the devices of A.I. companies — is to deprive them of indispensable opportunities to develop their linguistic mastery, and with it their most elementary powers of thought. This means they will lack the means to understand the world they live in or navigate it effectively.
Fonte: Berg, Anastasia. The New York Times, 2025. Disponível em: https://www.nytimes.com/2025/10/29/opinion/ai-students-thinking-school-reading.html
According to the author, what is the main risk of students relying heavily on artificial
intelligence tools?
Ano: 2026
Banca:
AGIRH
Órgão:
Prefeitura de Lavrinhas - SP
Prova:
AGIRH - 2026 - Prefeitura de Lavrinhas - SP - Professor de Ensino Fundamental II - Inglês 24h |
Q3872718
Inglês
Texto associado
Why Even Basic A.I. Use Is So Bad for Students
Last spring, it became clear to me that over half the students in my large general education lecture course had used artificial intelligence tools, contrary to my explicit policy, to write their final take-home exams. (Ironically, the course was titled Contemporary Moral Problems: The Value of Human Life.) I had asked them about some very recent work in philosophy, parts of which happened to share titles with entirely different ideas in medieval theology. You can guess which topics the students ended up “writing” about.
My situation was hardly unique — rampant A.I. cheating has been reported all over the country. But I felt a dread I struggled to express until a colleague articulated the problem in stark terms: “Our students are about to turn subcognitive,” she said. That was it. At stake are not just specialized academic skills or refined habits of mind but also the most basic form of cognitive fluency. To leave our students to their own devices — which is to say, to the devices of A.I. companies — is to deprive them of indispensable opportunities to develop their linguistic mastery, and with it their most elementary powers of thought. This means they will lack the means to understand the world they live in or navigate it effectively.
Fonte: Berg, Anastasia. The New York Times, 2025. Disponível em: https://www.nytimes.com/2025/10/29/opinion/ai-students-thinking-school-reading.html
Why does the author mention that the course was titled “Contemporary Moral Problems:
The Value of Human Life”?
Ano: 2026
Banca:
AGIRH
Órgão:
Prefeitura de Lavrinhas - SP
Prova:
AGIRH - 2026 - Prefeitura de Lavrinhas - SP - Professor de Ensino Fundamental II - Inglês 36h |
Q3872357
Inglês
Texto associado
The return-to-office paradox, and other trends in jobs and skills this month
(...) Company leaders frequently argue that office mandates are crucial for collaboration
and creativity. Face-to-face interactions can significantly increase output, research from 2022
shows. A study by MIT on Silicon Valley knowledge-sharing found that cutting in-person
meetings by 25% had the power to reduce patent citations by 8%. Further analysis of Microsoft
engineers in Nature found that all-remote work led to more rigid, siloed networks and less realtime collaboration. The research says remote works… Despite a growing push from corporate
leaders to bring people back to the office, the data tells a different story: Productivity gains are
real: A study of a call centre in Türkiye that went fully remote found agents handled 10% more
calls than pre-pandemic; Flexibility supports wellbeing and retention: A study of a Chinese travel
agency found that staff allowed to work from home two days a week were 33% less likely to quit
and reported higher satisfaction; Flexible work and gender equity: The study in Türkiye also
remote work increased the share of women in the workforce from 50% to 76% by early 2023 -
well above the country's female labour force participation of 35%. (...)
But does fully remote work? While fully remote workers report more engagement and
enthusiasm than their in-office peers, they also experience higher rates of stress, loneliness and
emotional distress. According to Gallup's ‘remote work paradox’, the absence of daily social
connection and navigating tech advance alone can take a toll, especially over time. A recent
survey of 25,000 Europeans found hybrid work best for psychological health and innovation, but the key is flexibility. McKinsey highlights six practices for successful hybrids, including clear
norms, regular in-person time and building trust.
Fonte: Sharma, Shuvasish.World Economic Forum, 2025. Disponível em:
https://www.weforum.org/stories/2025/08/return-to-office-flexibility-remote-work/
What does the text suggest is the most balanced approach to work, based on the research
presented?
Ano: 2026
Banca:
AGIRH
Órgão:
Prefeitura de Lavrinhas - SP
Prova:
AGIRH - 2026 - Prefeitura de Lavrinhas - SP - Professor de Ensino Fundamental II - Inglês 36h |
Q3872356
Inglês
Texto associado
The return-to-office paradox, and other trends in jobs and skills this month
(...) Company leaders frequently argue that office mandates are crucial for collaboration
and creativity. Face-to-face interactions can significantly increase output, research from 2022
shows. A study by MIT on Silicon Valley knowledge-sharing found that cutting in-person
meetings by 25% had the power to reduce patent citations by 8%. Further analysis of Microsoft
engineers in Nature found that all-remote work led to more rigid, siloed networks and less realtime collaboration. The research says remote works… Despite a growing push from corporate
leaders to bring people back to the office, the data tells a different story: Productivity gains are
real: A study of a call centre in Türkiye that went fully remote found agents handled 10% more
calls than pre-pandemic; Flexibility supports wellbeing and retention: A study of a Chinese travel
agency found that staff allowed to work from home two days a week were 33% less likely to quit
and reported higher satisfaction; Flexible work and gender equity: The study in Türkiye also
remote work increased the share of women in the workforce from 50% to 76% by early 2023 -
well above the country's female labour force participation of 35%. (...)
But does fully remote work? While fully remote workers report more engagement and
enthusiasm than their in-office peers, they also experience higher rates of stress, loneliness and
emotional distress. According to Gallup's ‘remote work paradox’, the absence of daily social
connection and navigating tech advance alone can take a toll, especially over time. A recent
survey of 25,000 Europeans found hybrid work best for psychological health and innovation, but the key is flexibility. McKinsey highlights six practices for successful hybrids, including clear
norms, regular in-person time and building trust.
Fonte: Sharma, Shuvasish.World Economic Forum, 2025. Disponível em:
https://www.weforum.org/stories/2025/08/return-to-office-flexibility-remote-work/
According to the text, why are many workers resisting return-to-office mandates?
Ano: 2026
Banca:
Instituto IACP
Órgão:
Prefeitura de Santa Luzia do Norte - AL
Prova:
Instituto IACP - 2026 - Prefeitura de Santa Luzia do Norte - AL - Professor de Inglês |
Q3871600
Inglês
Consider the excerpt below from two different genres:
(1) News report:
"Authorities confirmed that the bridge will remain closed until structural inspections are completed."
(2) Personal narrative:
"I remember standing by the bridge that morning, watching the workers check every beam as if the whole town depended on it."
Mark the alternative with the logical linguistic difference about these two genres:
Ano: 2026
Banca:
Instituto IACP
Órgão:
Prefeitura de Santa Luzia do Norte - AL
Prova:
Instituto IACP - 2026 - Prefeitura de Santa Luzia do Norte - AL - Professor de Inglês |
Q3871591
Inglês
Which option BEST describes a key linguistic difference
between narrative and expository texts?
Ano: 2026
Banca:
Instituto IACP
Órgão:
Prefeitura de Satuba - AL
Prova:
Instituto IACP - 2026 - Prefeitura de Satuba - AL - Professor de Ensino Fundamental II (Inglês) |
Q3870854
Inglês
“Roman aqueducts were advanced hydraulic-engineering systems designed to transport water from distant springs to cities, bath complexes, and public fountains. Built with arches, elevated channels, and underground tunnels, they combined technical precision with topographic knowledge. Their durability and efficiency continue to influence modern water-supply projects.”.
The text about Roman aqueducts presents information organized objectively, explaining structural and functional characteristics of this hydraulic system. Considering principles of text typology and textual genre, choose the correct alternative:
Ano: 2026
Banca:
Instituto IACP
Órgão:
Prefeitura de Satuba - AL
Prova:
Instituto IACP - 2026 - Prefeitura de Satuba - AL - Professor de Ensino Fundamental II (Inglês) |
Q3870850
Inglês
Read the following sentence carefully:
“Despite the heavy rain, Sarah continued her lecture with remarkable clarity and confidence. Her students, however, seemed distracted and tired.”
Sign the best explanation about the grammatical and discourse functions in the excerpt:
Ano: 2026
Banca:
Instituto IACP
Órgão:
Prefeitura de Satuba - AL
Prova:
Instituto IACP - 2026 - Prefeitura de Satuba - AL - Professor de Ensino Fundamental II (Inglês) |
Q3870846
Inglês
Read the excerpts below, each from a different text genre:
(A) News article:
“Government officials announced new measures to reduce energy consumption across the country.”
(B) Advertisement:
“Looking for the perfect gift? Try our new fragrance and feel the difference!”
(C) Academic abstract:
“This study investigates the impact of digital tools on students” vocabulary acquisition.”
Considering the linguistic aspects and communicative purposes typical of these genres, choose the correct statement:
Ano: 2026
Banca:
IF-MT
Órgão:
IF-MT
Prova:
IF-MT - 2026 - IF-MT - Professor EBTT - Área: Português/Inglês |
Q3870574
Inglês
"Information technology provides teachers an endless choice of multimedia, software, applications and
devices for creating more exciting, interactive lessons. […] Information Technology is indivisible part
of education in the twenty-first century, when used correctly in the classroom, it can allow students to
experience situations and circumstances that the students of 20 years ago could only dream about. Through
technology, books and figures can suddenly become alive and applicable to the real world. In addition,
information technology provides an even greater avenue for interaction between teacher and students. At
the English lessons different videos, exercises, games, listening drills may be done. So, it makes learning
English available to a wider range of learners as well." (Rodinadze; Zarbazoia, 2012, p.272)
RODINADZE, S., & ZARBAZOIA, K. The Advantages of Information Technology in Teaching English Language. Frontiers of Language and Teaching. Vol. 3, 2012, pages 271-275.
Choose the alternative that brings WRONG information about Information Technology in the classroom.
RODINADZE, S., & ZARBAZOIA, K. The Advantages of Information Technology in Teaching English Language. Frontiers of Language and Teaching. Vol. 3, 2012, pages 271-275.
Choose the alternative that brings WRONG information about Information Technology in the classroom.
Ano: 2026
Banca:
IF-MT
Órgão:
IF-MT
Prova:
IF-MT - 2026 - IF-MT - Professor EBTT - Área: Português/Inglês |
Q3870573
Inglês
"Active methodologies encompass a broad framework of approaches, strategies, and learning activities
that work with students' autonomy and creativity in the construction and application of knowledge. Among
the active teaching-learning methods, the best known are: Flipped Classroom, Problem-Based Learning,
Gamification, Hybrid Teaching, Project-Based Learning, Design Thinking, Cooperative Learning, Experiential
Team Activity, Portfolio, films, storytelling, theatrical technique, technical visit, seminar, debate, case study,
Verbalization Group and Observation Group, role-play, field practice, among others." (Moran, 2013; Pessoa
et al, 2019; Leal et al, 2019; Nogueira et al, 2020 apud Nascimento; Oliveira-Melo, 2022, p.3)
NASCIMENTO, W. C.; OLIVEIRA-MELO, F. G. English language and active learning: challenges, experiences, and perspectives from teachers. Research, Society and Development, v. 11, n. 6, 2022. Disponível em: https://rsdjournal.org/index.php/rsd/article/view/29345. Acesso em: 10 nov. 2024.
Choose the INCORRECT item about flipped classroom.
NASCIMENTO, W. C.; OLIVEIRA-MELO, F. G. English language and active learning: challenges, experiences, and perspectives from teachers. Research, Society and Development, v. 11, n. 6, 2022. Disponível em: https://rsdjournal.org/index.php/rsd/article/view/29345. Acesso em: 10 nov. 2024.
Choose the INCORRECT item about flipped classroom.
Ano: 2026
Banca:
IF-MT
Órgão:
IF-MT
Prova:
IF-MT - 2026 - IF-MT - Professor EBTT - Área: Português/Inglês |
Q3870571
Inglês
The Curricular Guidelines for High School - MT (2012, p.90) approach some effects of global expansion of English
language teaching around the world. According to them, the expansion of English in the world and its relationship
with other languages was not something innocent. It is solidly rooted in the colonial period of the British Empire
and in ideological arguments related to language teaching in the world to promote capitalist interests.
Mato Grosso. Secretaria de Estado de Educação. Orientações Curriculares: Área de Linguagens: Educação Básica. Cuiabá: Gráfica Print, 2012
From those considerations, it is CORRECT to say that:
Mato Grosso. Secretaria de Estado de Educação. Orientações Curriculares: Área de Linguagens: Educação Básica. Cuiabá: Gráfica Print, 2012
From those considerations, it is CORRECT to say that:
Ano: 2026
Banca:
IF-MT
Órgão:
IF-MT
Prova:
IF-MT - 2026 - IF-MT - Professor EBTT - Área: Português/Inglês |
Q3870569
Inglês
The Curricular Guidelines for High School (2006, p.87) propose new aims for Foreign Languages teaching.
BRASIL. Ministério da Educação: Secretaria de Educação Básica. Orientações Curriculares para o Ensino Médio: Linguagens, códigos e suas tecnologias. Brasília, 2006, p.87.
Choose the item(s) that point(s) those new aims.
I. To revisit the reflection on the educational role of foreign language teaching in High School and emphasize its importance.
II. To reaffirm the relevance of the notion of citizenship and discuss the practice of this concept in foreign language teaching.
III. To discuss the problem of exclusion in education in the face of "globalizing" values and the feeling of inclusion often associated with knowledge of foreign languages.
IV. To introduce theories on language (literacies, multiliteracies, multimodality, hypertext).
V. To provide suggestions for the practice of foreign language teaching through new technologies.
Choose the CORRECT alternative.
BRASIL. Ministério da Educação: Secretaria de Educação Básica. Orientações Curriculares para o Ensino Médio: Linguagens, códigos e suas tecnologias. Brasília, 2006, p.87.
Choose the item(s) that point(s) those new aims.
I. To revisit the reflection on the educational role of foreign language teaching in High School and emphasize its importance.
II. To reaffirm the relevance of the notion of citizenship and discuss the practice of this concept in foreign language teaching.
III. To discuss the problem of exclusion in education in the face of "globalizing" values and the feeling of inclusion often associated with knowledge of foreign languages.
IV. To introduce theories on language (literacies, multiliteracies, multimodality, hypertext).
V. To provide suggestions for the practice of foreign language teaching through new technologies.
Choose the CORRECT alternative.
Ano: 2026
Banca:
IF-MT
Órgão:
IF-MT
Prova:
IF-MT - 2026 - IF-MT - Professor EBTT - Área: Português/Inglês |
Q3870568
Inglês
PCNs (2000, p.28) bring some competencies and skills to be developed in Modern Foreign Languages and
make some reflection about what to teach.
BRASIL. Ministério da Educação: Secretaria de Educação Básica. Parâmetros Curriculares Nacionais (Ensino Médio). Parte II - Linguagens, Códigos e suas Tecnologias. 2000.
Choose the INCORRECT sentence about the discussion presented in PCNs (2000) about foreign language teaching.
BRASIL. Ministério da Educação: Secretaria de Educação Básica. Parâmetros Curriculares Nacionais (Ensino Médio). Parte II - Linguagens, Códigos e suas Tecnologias. 2000.
Choose the INCORRECT sentence about the discussion presented in PCNs (2000) about foreign language teaching.
Ano: 2026
Banca:
IF-MT
Órgão:
IF-MT
Prova:
IF-MT - 2026 - IF-MT - Professor EBTT - Área: Português/Inglês |
Q3870567
Inglês
"The multiliteracies approach in English Language Teaching in 21st Century Paradigm is a learning that has
long been echoed in the world of education. However, there are still some people who are opaque about
those multiliteracies. The teaching paradigm with a multiliteracies approach in this paper is defined as a
strategic concept of English Language teaching that is not only limited to teaching language skills (listening,
speaking, writing, and reading), but rather more complex in the practice of cultural and social accuracy.
Thus, learning leads to cognitive, affective, and psychomotor enrichment through a variety of learning
content that is integrated with social and cultural understanding of learners." (Siyaswati, 2019, p.1)
SIYASWATI. Multiliteracies Approach in English Language Teaching Paradigm in 21st Century. Advances in Social Science, Education and Humanities Research. Volume 434. Pages 90 - 96. Disponível em: https://www.atlantis-press.com/proceedings/iconelt-19/125939251. Acesso em: 03 mai. 2025.
After reading Siyaswati´s definition of multiliteracies, judge the items as (T) TRUE or (F) FALSE about the role of multiliteracies in English Language Teaching (ELT).
( ) The multiliteracies pedagogy in ELT is inclusive, as it makes provision for learners with different learning styles and abilities as well as learners who struggle with conventional literacy skills.
( ) ELT pedagogy based on multiliteracies moves English language learning beyond just the acquisition of language skills, and supports the development of critical literacy.
( ) Multiliteracies try to integrate technologies (e.g., new literacies; digital m edia) in the classroom and are characterized by four pedagogical practices (situated practice, overt instruction, critical framing, and transformed practice), and cultural and social practices.
( ) ELT pedagogy based on multiliteracies considers language is still taught as a set of productive (speaking and writing) and receptive (listening and reading) skills.
Choose the CORRECT sequence.
SIYASWATI. Multiliteracies Approach in English Language Teaching Paradigm in 21st Century. Advances in Social Science, Education and Humanities Research. Volume 434. Pages 90 - 96. Disponível em: https://www.atlantis-press.com/proceedings/iconelt-19/125939251. Acesso em: 03 mai. 2025.
After reading Siyaswati´s definition of multiliteracies, judge the items as (T) TRUE or (F) FALSE about the role of multiliteracies in English Language Teaching (ELT).
( ) The multiliteracies pedagogy in ELT is inclusive, as it makes provision for learners with different learning styles and abilities as well as learners who struggle with conventional literacy skills.
( ) ELT pedagogy based on multiliteracies moves English language learning beyond just the acquisition of language skills, and supports the development of critical literacy.
( ) Multiliteracies try to integrate technologies (e.g., new literacies; digital m edia) in the classroom and are characterized by four pedagogical practices (situated practice, overt instruction, critical framing, and transformed practice), and cultural and social practices.
( ) ELT pedagogy based on multiliteracies considers language is still taught as a set of productive (speaking and writing) and receptive (listening and reading) skills.
Choose the CORRECT sequence.
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