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English as a Lingua Franca

        A number of researchers have studied conversations in English as a Lingua Franca and have noted a number of somewhat surprising characteristics, including:

•  Non-use of third person present simple tense -s (She look very sad).

•  Interchangeable use of the relative pronouns who and which (a book who, a boy which).

•  Omission of articles where they are mandatory in native-speaker English.

•  Increasing of redundancy by adding “inexistent” prepositions (We have to study about…, The article treats of…).

•  Pluralisation of nouns which are considered uncountable in native-speaker English (informations, staffs).

        The evidence suggests that non-native speakers are not conforming to a native English standard. Indeed they seem to get along perfectly well despite the fact that they miss things out and put things in which they ‘should not do’. Not only this, but they are actually better at ‘accommodating’ - that is, negotiating shared meaning through helping each other in a more cooperative way - than, it is suggested, native speakers are when talking to second language speakers (Jenkins 2004). In other words, non-native speakers seem to be better at ELF communication than native speakers are.

(Jeremy Harmer, The practice of English language teaching. Adaptado) 

Ten critical actions needed to address four major cybersecurity challenges:

Text I

Nurturing Multimodalism

    […]

   New learning collaborations call on the teacher as learner, and the learner as teacher. The teacher is a lifelong learner; this is simply more apparent in the Information Age. In instances of best practice, collaborative learning partnerships are forged between and among teachers for strategic, bottom-up, in-house professional development. This allows teachers to share in reflective, on-going, contextualized learning, tailored to their collective knowledge. This sharing also includes the learner as teacher. ELT typically employs learner-centered activities: these can include learners sharing their knowledge of strategic digital literacies with others in the classrooms.

   The digital universe, so threatening to adult notions of socially sanctioned literacies, is intuitive to children, who have been socialized into it, and for whom digital literacies are exploratory play. Adults may find new ways of communicating digitally to be quite baffling and confronting of our communicative expertise; children do not. Instant messaging systems, such as MSN, AOL, ICQ, for example, provide as natural a medium for communicating to them as telephones did for the baby-boomer generation. It is not fair for the teacher to treat Information and Communication Technologies as auxiliary communication with learners for whom it is mainstream and primary.

    Learning spaces are important. Although teachers seldom have much individual say in the layout of teaching spaces, collaborative relationships may help to encourage integrated digitization, where computers are not segregated in laboratories but are interspersed throughout the school environment. In digitally infused curricula, postmodern literacies do not supplant but complement modern literacies, so that access to information is driven by purpose and content rather than by the media available.

Adapted from: LOTHERINGTON, H. From literacy to multiliteracies in ELT. In: CUMMINS, J.; DAVISON, C. (Eds.) International Handbook of English Language Teaching. New York: Springer, 2007, p. 820. Available at: https://www.researchgate.net/publication/226802846_From_Literacy_to_Multiliter acies_in_ELT 

Now, for answeri question, consider Text 02. Remember, there is only one answer

Text 02 

“This glocalization in English teaching and learning, which is to do with post-methods, can influence or be practiced in many aspects, especially in interlanguage and culture, individual differences, and learning strategies. This paper reviews and highlights that post-method condition is related to glocalization in English language teaching and learning practices in terms of interlanguage and culture, individual differences, and learning strategies. It also puts forward some research questions for further studies, which may lead the researchers to obtain more information for promoting glocalization to enhance English language teaching."

(Source: Jessica Dwi Lusianov. Post-method Era and Glocalization in Language Teaching and Learning). Available at https://www.atlantis-press.com/proceedings/icollite-20/125949311, accessed on Otober 01st. 2022).

Instruction: answer questions 36 to 39 based on the following text.

History of Halloween

01 Halloween is __ holiday celebrated each year on October 31st, and in 2022 it occurs on __

02 Monday. The tradition originated with the ancient Celtic festival of Samhain, when people used

03 to make __ fires and wear costumes to scare ghosts.

04 In the eighth century, Catholic Pope Gregory III decided November 1st should be __ day

05 to honor all saints and called it “All Saints’ Day”. Soon, All Saints’ Day incorporated some of the

06 traditions of Samhain. The evening before was known as All Hallows’ Eve (the evening of all

07 spirits), and later it became Halloween.

08 The festivity migrated from Ireland to America in the 19th century. Over time, Halloween

09 evolved into __ overjoyed day of activities like trick-or-treating, festive gatherings, and

10 costumes. It’s a community-centered holiday, with parades and town-wide Halloween parties.

(Available in: https://www.history.com/topics/halloween/history-of-halloween – text especially adapted for this test).