Questões de Concurso Sobre inglês
Foram encontradas 25.503 questões
Ano: 2025
Banca:
EVO Concursos
Órgão:
Prefeitura de Romelândia - SC
Prova:
EVO Concursos - 2025 - Prefeitura de Romelândia - SC - Professor de Inglês |
Q3553779
Inglês
Which of the following words contains a schwa /ə/
sound in its most common pronunciation?
Ano: 2025
Banca:
EVO Concursos
Órgão:
Prefeitura de Romelândia - SC
Prova:
EVO Concursos - 2025 - Prefeitura de Romelândia - SC - Professor de Inglês |
Q3553778
Inglês
In the sentence "She had her car repaired", the
structure had + object + past participle expresses:
Ano: 2025
Banca:
EVO Concursos
Órgão:
Prefeitura de Romelândia - SC
Prova:
EVO Concursos - 2025 - Prefeitura de Romelândia - SC - Professor de Inglês |
Q3553777
Inglês
In English grammar, which sentence correctly applies
the subjunctive mood?
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
TCU
Prova:
CESPE / CEBRASPE - 2025 - TCU - Técnico Federal de Controle Externo |
Q3542778
Inglês
Texto associado
A new scholarship aimed at developing the next
generation of artificial intelligence “pioneers” will open to
applicants in spring 2026, with the first cohort beginning studies
the following autumn.
The Sparck AI scholarships, named after pioneering
British computer scientist Karen Sparck Jones, will give master’s
degree university students access to industry-leading firms as the
Government looks to boost the UK’s AI credentials.
The University of Bristol will be one of nine universities
to offer the fully-funded Government scholarship, alongside
faculties in Newcastle, Manchester and Edinburgh.
The scheme has been developed in line with the
Government’s “AI Opportunities Action Plan”, receiving more
than £17 million of funding from Westminster, with the grant
covering both students’ tuition and living costs.
Alongside master’s places, 100 scholars will receive
placements in leading AI companies, as well as mentorship from
industry experts. It is hoped the scholarships will give students
“unparalleled access” to the fast-moving industry.
Vice-Chancellor Evelyn Welch said the scholarships
would give Bristol the chance to “explore bold new ideas and
nurture exceptional talent.” Technology Secretary Peter Kyle MP
said he believed the scheme would help students secure “highly
skilled jobs” and build “a workforce fit for the future.” AI talent
acquisition firm Beamery said the scholarships would help their
goal to create “equal access to work” and connect “talent to
opportunity”.
Internet:<www.bbc.com> (adapted).
About the ideas and the linguistic aspects of the previous text, judge the following item.
It can be inferred from the text that the new scholarship scheme will undoubtedly achieve its goal of developing the next generation of AI groundbreakers.
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
TCU
Prova:
CESPE / CEBRASPE - 2025 - TCU - Técnico Federal de Controle Externo |
Q3542777
Inglês
Texto associado
A new scholarship aimed at developing the next
generation of artificial intelligence “pioneers” will open to
applicants in spring 2026, with the first cohort beginning studies
the following autumn.
The Sparck AI scholarships, named after pioneering
British computer scientist Karen Sparck Jones, will give master’s
degree university students access to industry-leading firms as the
Government looks to boost the UK’s AI credentials.
The University of Bristol will be one of nine universities
to offer the fully-funded Government scholarship, alongside
faculties in Newcastle, Manchester and Edinburgh.
The scheme has been developed in line with the
Government’s “AI Opportunities Action Plan”, receiving more
than £17 million of funding from Westminster, with the grant
covering both students’ tuition and living costs.
Alongside master’s places, 100 scholars will receive
placements in leading AI companies, as well as mentorship from
industry experts. It is hoped the scholarships will give students
“unparalleled access” to the fast-moving industry.
Vice-Chancellor Evelyn Welch said the scholarships
would give Bristol the chance to “explore bold new ideas and
nurture exceptional talent.” Technology Secretary Peter Kyle MP
said he believed the scheme would help students secure “highly
skilled jobs” and build “a workforce fit for the future.” AI talent
acquisition firm Beamery said the scholarships would help their
goal to create “equal access to work” and connect “talent to
opportunity”.
Internet:<www.bbc.com> (adapted).
About the ideas and the linguistic aspects of the previous text, judge the following item.
In the fragment ‘unparalleled access’ (second sentence of the fifth paragraph), the word “unparalleled” could be replaced with unmatched without altering the meaning of the phrase.
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
TCU
Prova:
CESPE / CEBRASPE - 2025 - TCU - Técnico Federal de Controle Externo |
Q3542776
Inglês
Texto associado
A new scholarship aimed at developing the next
generation of artificial intelligence “pioneers” will open to
applicants in spring 2026, with the first cohort beginning studies
the following autumn.
The Sparck AI scholarships, named after pioneering
British computer scientist Karen Sparck Jones, will give master’s
degree university students access to industry-leading firms as the
Government looks to boost the UK’s AI credentials.
The University of Bristol will be one of nine universities
to offer the fully-funded Government scholarship, alongside
faculties in Newcastle, Manchester and Edinburgh.
The scheme has been developed in line with the
Government’s “AI Opportunities Action Plan”, receiving more
than £17 million of funding from Westminster, with the grant
covering both students’ tuition and living costs.
Alongside master’s places, 100 scholars will receive
placements in leading AI companies, as well as mentorship from
industry experts. It is hoped the scholarships will give students
“unparalleled access” to the fast-moving industry.
Vice-Chancellor Evelyn Welch said the scholarships
would give Bristol the chance to “explore bold new ideas and
nurture exceptional talent.” Technology Secretary Peter Kyle MP
said he believed the scheme would help students secure “highly
skilled jobs” and build “a workforce fit for the future.” AI talent
acquisition firm Beamery said the scholarships would help their
goal to create “equal access to work” and connect “talent to
opportunity”.
Internet:<www.bbc.com> (adapted).
About the ideas and the linguistic aspects of the previous text, judge the following item.
In the sentence “It is hoped the scholarships will give students ‘unparalleled access’ to the fast-moving industry” (second sentence of the fifth paragraph), the pronoun “It” refers back to the word “mentorship”, mentioned in the previous sentence.
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
TCU
Prova:
CESPE / CEBRASPE - 2025 - TCU - Técnico Federal de Controle Externo |
Q3542775
Inglês
Texto associado
A new scholarship aimed at developing the next
generation of artificial intelligence “pioneers” will open to
applicants in spring 2026, with the first cohort beginning studies
the following autumn.
The Sparck AI scholarships, named after pioneering
British computer scientist Karen Sparck Jones, will give master’s
degree university students access to industry-leading firms as the
Government looks to boost the UK’s AI credentials.
The University of Bristol will be one of nine universities
to offer the fully-funded Government scholarship, alongside
faculties in Newcastle, Manchester and Edinburgh.
The scheme has been developed in line with the
Government’s “AI Opportunities Action Plan”, receiving more
than £17 million of funding from Westminster, with the grant
covering both students’ tuition and living costs.
Alongside master’s places, 100 scholars will receive
placements in leading AI companies, as well as mentorship from
industry experts. It is hoped the scholarships will give students
“unparalleled access” to the fast-moving industry.
Vice-Chancellor Evelyn Welch said the scholarships
would give Bristol the chance to “explore bold new ideas and
nurture exceptional talent.” Technology Secretary Peter Kyle MP
said he believed the scheme would help students secure “highly
skilled jobs” and build “a workforce fit for the future.” AI talent
acquisition firm Beamery said the scholarships would help their
goal to create “equal access to work” and connect “talent to
opportunity”.
Internet:<www.bbc.com> (adapted).
About the ideas and the linguistic aspects of the previous text, judge the following item.
The text mentions that the financial subsidy supporting the scholarship scheme is going to be refundable.
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
TCU
Prova:
CESPE / CEBRASPE - 2025 - TCU - Técnico Federal de Controle Externo |
Q3542774
Inglês
Texto associado
A new scholarship aimed at developing the next
generation of artificial intelligence “pioneers” will open to
applicants in spring 2026, with the first cohort beginning studies
the following autumn.
The Sparck AI scholarships, named after pioneering
British computer scientist Karen Sparck Jones, will give master’s
degree university students access to industry-leading firms as the
Government looks to boost the UK’s AI credentials.
The University of Bristol will be one of nine universities
to offer the fully-funded Government scholarship, alongside
faculties in Newcastle, Manchester and Edinburgh.
The scheme has been developed in line with the
Government’s “AI Opportunities Action Plan”, receiving more
than £17 million of funding from Westminster, with the grant
covering both students’ tuition and living costs.
Alongside master’s places, 100 scholars will receive
placements in leading AI companies, as well as mentorship from
industry experts. It is hoped the scholarships will give students
“unparalleled access” to the fast-moving industry.
Vice-Chancellor Evelyn Welch said the scholarships
would give Bristol the chance to “explore bold new ideas and
nurture exceptional talent.” Technology Secretary Peter Kyle MP
said he believed the scheme would help students secure “highly
skilled jobs” and build “a workforce fit for the future.” AI talent
acquisition firm Beamery said the scholarships would help their
goal to create “equal access to work” and connect “talent to
opportunity”.
Internet:<www.bbc.com> (adapted).
About the ideas and the linguistic aspects of the previous text, judge the following item.
According to the text, one of the anticipated outcomes of the scholarship initiative is helping scholars obtain stable, specialised jobs.
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
TCU
Prova:
CESPE / CEBRASPE - 2025 - TCU - Técnico Federal de Controle Externo |
Q3542773
Inglês
Texto associado
A new scholarship aimed at developing the next
generation of artificial intelligence “pioneers” will open to
applicants in spring 2026, with the first cohort beginning studies
the following autumn.
The Sparck AI scholarships, named after pioneering
British computer scientist Karen Sparck Jones, will give master’s
degree university students access to industry-leading firms as the
Government looks to boost the UK’s AI credentials.
The University of Bristol will be one of nine universities
to offer the fully-funded Government scholarship, alongside
faculties in Newcastle, Manchester and Edinburgh.
The scheme has been developed in line with the
Government’s “AI Opportunities Action Plan”, receiving more
than £17 million of funding from Westminster, with the grant
covering both students’ tuition and living costs.
Alongside master’s places, 100 scholars will receive
placements in leading AI companies, as well as mentorship from
industry experts. It is hoped the scholarships will give students
“unparalleled access” to the fast-moving industry.
Vice-Chancellor Evelyn Welch said the scholarships
would give Bristol the chance to “explore bold new ideas and
nurture exceptional talent.” Technology Secretary Peter Kyle MP
said he believed the scheme would help students secure “highly
skilled jobs” and build “a workforce fit for the future.” AI talent
acquisition firm Beamery said the scholarships would help their
goal to create “equal access to work” and connect “talent to
opportunity”.
Internet:<www.bbc.com> (adapted).
About the ideas and the linguistic aspects of the previous text, judge the following item.
The phrase “industry-leading firms” (second paragraph) could appropriately be replaced with leading industrial companies, as both convey equivalent meanings.
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
TCU
Prova:
CESPE / CEBRASPE - 2025 - TCU - Técnico Federal de Controle Externo |
Q3542772
Inglês
Texto associado
A new scholarship aimed at developing the next
generation of artificial intelligence “pioneers” will open to
applicants in spring 2026, with the first cohort beginning studies
the following autumn.
The Sparck AI scholarships, named after pioneering
British computer scientist Karen Sparck Jones, will give master’s
degree university students access to industry-leading firms as the
Government looks to boost the UK’s AI credentials.
The University of Bristol will be one of nine universities
to offer the fully-funded Government scholarship, alongside
faculties in Newcastle, Manchester and Edinburgh.
The scheme has been developed in line with the
Government’s “AI Opportunities Action Plan”, receiving more
than £17 million of funding from Westminster, with the grant
covering both students’ tuition and living costs.
Alongside master’s places, 100 scholars will receive
placements in leading AI companies, as well as mentorship from
industry experts. It is hoped the scholarships will give students
“unparalleled access” to the fast-moving industry.
Vice-Chancellor Evelyn Welch said the scholarships
would give Bristol the chance to “explore bold new ideas and
nurture exceptional talent.” Technology Secretary Peter Kyle MP
said he believed the scheme would help students secure “highly
skilled jobs” and build “a workforce fit for the future.” AI talent
acquisition firm Beamery said the scholarships would help their
goal to create “equal access to work” and connect “talent to
opportunity”.
Internet:<www.bbc.com> (adapted).
About the ideas and the linguistic aspects of the previous text, judge the following item.
The text suggests that the scholarship scheme will ultimately pave the way for strengthening links between academic research and practical applications.
Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
IF-MS
Prova:
INSTITUTO AOCP - 2025 - IF-MS - Professor EBTT - Português/Inglês |
Q3541319
Inglês
Over time, several methodologies have shaped
English Language Teaching (ELT), each with a
distinct view of how languages are learned and
taught. Regarding these methodologies, relate the
items in Column A to those in Column B and then
mark the alternative with the correct sequence.
Column A:
I. Audiolingual method II. Grammar translation method III. The direct method IV. The lexical approach
Column B:
( ) This method relied heavily on drills to form some habits; substitution was built into these drills so that, in small steps, the student was constantly learning and, moreover, was shielded from the possibility of making mistakes by the design of the drill.
( ) In this method, students were given (in their own language) explanations of individual points of grammar, and then they were given sentences which exemplified these points. These sentences had to be translated from the target language (L2) back to the students’ first language (L1) and vice versa.
( ) This method arrived at the end of the nineteenth century. It was the product of a reform movement which was reacting to the restrictions of grammar translation. Translation was abandoned in favor of the teacher and the students speaking together, relating the grammatical forms they should be learning to objects and pictures, etc. in order to establish their meaning.
( ) This method is based on the assertion that “language consists not of traditional grammar and vocabulary but often of multi-word prefabricated chunks”.
Column A:
I. Audiolingual method II. Grammar translation method III. The direct method IV. The lexical approach
Column B:
( ) This method relied heavily on drills to form some habits; substitution was built into these drills so that, in small steps, the student was constantly learning and, moreover, was shielded from the possibility of making mistakes by the design of the drill.
( ) In this method, students were given (in their own language) explanations of individual points of grammar, and then they were given sentences which exemplified these points. These sentences had to be translated from the target language (L2) back to the students’ first language (L1) and vice versa.
( ) This method arrived at the end of the nineteenth century. It was the product of a reform movement which was reacting to the restrictions of grammar translation. Translation was abandoned in favor of the teacher and the students speaking together, relating the grammatical forms they should be learning to objects and pictures, etc. in order to establish their meaning.
( ) This method is based on the assertion that “language consists not of traditional grammar and vocabulary but often of multi-word prefabricated chunks”.
Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
IF-MS
Prova:
INSTITUTO AOCP - 2025 - IF-MS - Professor EBTT - Português/Inglês |
Q3541318
Inglês
During the school year, Ms. Taylor, an English
teacher, gives her students a short quiz before
starting a new grammar topic to identify what they
already know. She also provides continuous
feedback on their performance during writing
tasks and, at the end of each unit, she assigns a
final test to determine their level of achievement
and assign grades.
Considering the situation described select the alternative that shows the correct match between the assessment practices and their respective functions.
Considering the situation described select the alternative that shows the correct match between the assessment practices and their respective functions.
Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
IF-MS
Prova:
INSTITUTO AOCP - 2025 - IF-MS - Professor EBTT - Português/Inglês |
Q3541317
Inglês
A Brazilian English teacher has been hired to
teach a group of experienced doctors who are
preparing for a professional development program
in an English-speaking country. These
professionals will mainly need to understand
technical literature in their field and participate in
conferences.
In relation to the scenario presented and the principles of English for Specific Purposes (ESP), it is correct to state that:
In relation to the scenario presented and the principles of English for Specific Purposes (ESP), it is correct to state that:
Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
IF-MS
Prova:
INSTITUTO AOCP - 2025 - IF-MS - Professor EBTT - Português/Inglês |
Q3541316
Inglês
Considering the integrated teaching of the four
language skills – reading, listening, writing, and
speaking – in communicative approaches to
English language teaching, select the correct
alternative.
Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
IF-MS
Prova:
INSTITUTO AOCP - 2025 - IF-MS - Professor EBTT - Português/Inglês |
Q3541315
Inglês
Homographs and homophones are common in the
English language and often cause confusion
among learners. About it, judge the following
statements on the subject as True (T) or False (F),
and then mark the alternative with the correct
sequence.
( ) Homographs are words that are spelled the same but may have different meanings and, in some cases, different pronunciations.
( ) Homophones are words that sound the same but may differ in spelling and meaning.
( ) The word “can” is an example of a homograph.
( ) “Peace” and “piece” are examples of homophones.
( ) The word “bark” is an example of a homophone.
( ) Homographs are words that are spelled the same but may have different meanings and, in some cases, different pronunciations.
( ) Homophones are words that sound the same but may differ in spelling and meaning.
( ) The word “can” is an example of a homograph.
( ) “Peace” and “piece” are examples of homophones.
( ) The word “bark” is an example of a homophone.
Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
IF-MS
Prova:
INSTITUTO AOCP - 2025 - IF-MS - Professor EBTT - Português/Inglês |
Q3541314
Inglês
According to the Brazilian document “Base
Nacional Comum Curricular” (BNCC), regarding
English as a lingua franca, select the correct
alternative.
Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
IF-MS
Prova:
INSTITUTO AOCP - 2025 - IF-MS - Professor EBTT - Português/Inglês |
Q3541313
Inglês
Texto associado
Text VI
TUDO SALA DE AULA. Portal educacional com recursos didáticos para professores da Educação Básica. Available at: https://www.tudosaladeaula.com. Accessed on: Mar. 21, 2025.
In relation to the elements from the comic strip,
Text VI, consider the following statements.
I. In the utterance “I don’t understand women”, the word “women” is the plural form of woman, and is classified as an irregular noun whose plural is formed by mutation, in other words, a change in the vowel of the singular form. Other examples of plural nouns formed by mutation include “man/men”, “tooth/teeth”, and “mouse/mice”.
II. In the clause “that’s always worked”, replacing the verb “worked” with the phrasal verb “given up” would preserve the original meaning of the sentence, as both expressions convey the idea of successful effort or effectiveness over time.
III. The term "yeah" is a conjunction that expresses surprise or disbelief, commonly used in formal written English to indicate hesitation or irony.
IV. In “I’ll pretend I do”, the term “do” refers to “understand women” and is used to avoid unnecessary repetition.
V. In the clause “Yeah, that’s always worked”, the apostrophe+s (´s) is a contraction of the verb “to be” in the present tense (that is), forming a structure that indicates an action that began in the past and continues into the present.
Mark the alternative in which the statements are correct.
I. In the utterance “I don’t understand women”, the word “women” is the plural form of woman, and is classified as an irregular noun whose plural is formed by mutation, in other words, a change in the vowel of the singular form. Other examples of plural nouns formed by mutation include “man/men”, “tooth/teeth”, and “mouse/mice”.
II. In the clause “that’s always worked”, replacing the verb “worked” with the phrasal verb “given up” would preserve the original meaning of the sentence, as both expressions convey the idea of successful effort or effectiveness over time.
III. The term "yeah" is a conjunction that expresses surprise or disbelief, commonly used in formal written English to indicate hesitation or irony.
IV. In “I’ll pretend I do”, the term “do” refers to “understand women” and is used to avoid unnecessary repetition.
V. In the clause “Yeah, that’s always worked”, the apostrophe+s (´s) is a contraction of the verb “to be” in the present tense (that is), forming a structure that indicates an action that began in the past and continues into the present.
Mark the alternative in which the statements are correct.
Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
IF-MS
Prova:
INSTITUTO AOCP - 2025 - IF-MS - Professor EBTT - Português/Inglês |
Q3541312
Inglês
Texto associado
Text VI
TUDO SALA DE AULA. Portal educacional com recursos didáticos para professores da Educação Básica. Available at: https://www.tudosaladeaula.com. Accessed on: Mar. 21, 2025.
In the context of the comic strip, Text VI, it is
possible to infer that the human:
Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
IF-MS
Prova:
INSTITUTO AOCP - 2025 - IF-MS - Professor EBTT - Português/Inglês |
Q3541311
Inglês
Texto associado
Text V
Literacy as a Multidimensional Concept
An emphasis on the development of literacy as a
fluid concept (Knobel and Lankshear, 2014) is one of
the most recent advances in twenty-first-century
education. To conceptualize literacy, the ability of the
learner to make use of language takes precedence in
typical Western educational systems. However, as
Kern highlights, “literacy is more than a set of
academic skills” (2000, 23). It varies depending on the
social context and is embedded in cultural practice
(Paesani et al. 2016).
Therefore, in order to define it, we must take into
consideration the set of resources, sociocultural
practices and competences––beyond reading and
writing––that enable student interaction, critical
thinking, the drawing of conclusions and the
application of knowledge to curricular areas and realworld situations (New London Group 1996; Kern
2000; American Association of School Librarians
(AASL) 2011; Cooper et al. 2012; Kucer 2014;
Paesani et al. 2016; Reyes-Torres 2018; Warner and
Dupuy 2018). As such, the multimodal training
approach that we propose for the FL class stems from
Kern’s notion of literacy, first, “as a process of creating
and transforming knowledge” (2000, 29), and second,
“as a matter of engaging in the ever-developing
process of using reading and writing as tools for
thinking and learning, in order to expand one’s
understanding of oneself and the world” (40). This
involves paying careful attention to language, while
also developing a critical awareness of the
relationships between texts, images, discourse
conventions and sociocultural and digital contexts.
In sum, and in consonance with Kern and other
scholars such as the NLG (1996), Steve Kucer (2014),
Maria Brisk (2015), Paesani et al. (2016) and Shari
Tishman (2018), we define literacy as a dynamic and
multidimensional concept whose main aim is to
provide twenty-first-century learners with the language
skills, visual thinking strategies and dialogic attitudes
that are necessary to develop the knowledge that
allows them to grasp and evaluate information,
organize ideas, exchange perspectives, construct
meaning and reflect critically on a variety of
sociocultural contexts. In order to foster such a
multidimensional approach to literacy in EFL and
implement it as an organizing principle (Kress 2010;
Serafini 2014), it is necessary that teachers become
acquainted with the three dimensions that both Kern
(2000) and Kucer (2014) acknowledge as the key
components: a) cognitive; b) conceptual; and c)
sociocultural.
These dimensions constitute a field of forces that
complement one another and are equally important in
the process of both teaching and learning, and they
also illustrate the multiple facets and fluid nature of
literacy.
Adapted from: FERNÁNDEZ, Teresa; REYES-TORRES, Agustín;
FERNÁNDEZ, Pilar. A multimodal approach to foster the
multiliteracies pedagogy in the English as a Foreign Language
context. ATLANTIS: Journal of the Spanish Association of AngloAmerican Studies, vol. 42, no. 1, pp. 94–119, 2020. Available at:
https://www.atlantisjournal.org/index.php/atlantis/article/view/741.
Accessed on: Mar. 21, 2025.
Regarding the expression “these dimensions” in
the passage: “These dimensions constitute a field
of forces that complement one another and are
equally important in the process of both teaching
and learning, anda they also illustrate the multiple
facets and fluid nature of literacy”, select the
correct alternative.
Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
IF-MS
Prova:
INSTITUTO AOCP - 2025 - IF-MS - Professor EBTT - Português/Inglês |
Q3541310
Inglês
Texto associado
Text V
Literacy as a Multidimensional Concept
An emphasis on the development of literacy as a
fluid concept (Knobel and Lankshear, 2014) is one of
the most recent advances in twenty-first-century
education. To conceptualize literacy, the ability of the
learner to make use of language takes precedence in
typical Western educational systems. However, as
Kern highlights, “literacy is more than a set of
academic skills” (2000, 23). It varies depending on the
social context and is embedded in cultural practice
(Paesani et al. 2016).
Therefore, in order to define it, we must take into
consideration the set of resources, sociocultural
practices and competences––beyond reading and
writing––that enable student interaction, critical
thinking, the drawing of conclusions and the
application of knowledge to curricular areas and realworld situations (New London Group 1996; Kern
2000; American Association of School Librarians
(AASL) 2011; Cooper et al. 2012; Kucer 2014;
Paesani et al. 2016; Reyes-Torres 2018; Warner and
Dupuy 2018). As such, the multimodal training
approach that we propose for the FL class stems from
Kern’s notion of literacy, first, “as a process of creating
and transforming knowledge” (2000, 29), and second,
“as a matter of engaging in the ever-developing
process of using reading and writing as tools for
thinking and learning, in order to expand one’s
understanding of oneself and the world” (40). This
involves paying careful attention to language, while
also developing a critical awareness of the
relationships between texts, images, discourse
conventions and sociocultural and digital contexts.
In sum, and in consonance with Kern and other
scholars such as the NLG (1996), Steve Kucer (2014),
Maria Brisk (2015), Paesani et al. (2016) and Shari
Tishman (2018), we define literacy as a dynamic and
multidimensional concept whose main aim is to
provide twenty-first-century learners with the language
skills, visual thinking strategies and dialogic attitudes
that are necessary to develop the knowledge that
allows them to grasp and evaluate information,
organize ideas, exchange perspectives, construct
meaning and reflect critically on a variety of
sociocultural contexts. In order to foster such a
multidimensional approach to literacy in EFL and
implement it as an organizing principle (Kress 2010;
Serafini 2014), it is necessary that teachers become
acquainted with the three dimensions that both Kern
(2000) and Kucer (2014) acknowledge as the key
components: a) cognitive; b) conceptual; and c)
sociocultural.
These dimensions constitute a field of forces that
complement one another and are equally important in
the process of both teaching and learning, and they
also illustrate the multiple facets and fluid nature of
literacy.
Adapted from: FERNÁNDEZ, Teresa; REYES-TORRES, Agustín;
FERNÁNDEZ, Pilar. A multimodal approach to foster the
multiliteracies pedagogy in the English as a Foreign Language
context. ATLANTIS: Journal of the Spanish Association of AngloAmerican Studies, vol. 42, no. 1, pp. 94–119, 2020. Available at:
https://www.atlantisjournal.org/index.php/atlantis/article/view/741.
Accessed on: Mar. 21, 2025.
In relation to the term “whose” in the sentence:
“We define literacy as a dynamic and
multidimensional concept whose main aim is to
provide twenty-first-century learners with the
language skills [...]”, select the correct alternative.
Conheça nossos planos