Questões de Concurso Público SEDUC-AL 2026 para Professor - Inglês
Foram encontradas 55 questões
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443047
Inglês
Texto associado
English has unarguably become the global default lingua
franca. Indeed, English is spoken by more people for whom it is
a second or additional language (L2) than by those for whom it is
a first language (L1). It follows, then, that English is no longer
used exclusively in communication involving L1 users but is
increasingly employed in interactions in which neither participant
uses English as their L1. It is estimated that only 4% of English
language interactions in the world today contain solely L1
speakers.
The prominence of English as an international language
has driven the ever-increasing demand for English language
teaching (ELT) across the globe. However, the changing face of
English presents a challenge for ELT practices to better reflect
the current sociolinguistic reality. Traditional English as a foreign
language (EFL) pedagogies which idealise the attainment of
native-like competence are "neither responsive to nor consistent
with the current profile of English".
While in the past, learners of English may have been
studying the language to communicate with L1 speakers, this is
no longer the case for most learners who will be using English to
interact with other L2 users. It is, therefore, critical that English
language learners be equipped with an awareness of the current
status of English and the skills necessary to communicate with
users from a range of linguacultural backgrounds.
The research design chosen for the study was a classroom
based quasi-experiment. Quasi-experiments attempt to mimic
true experiments in terms of rigour and structure but lack random
assignment and a tight control of variables, making them more
adaptable to real-world classrooms. While the resulting presence
of confounding variables means inferring causality is much more
problematic, this approach can still yield useful insights if
findings are treated as suggestive as opposed to conclusive.
Internet:<https://ora.ox.ac.uk>(adapted).
With regard to the text provided, evaluate the following item.
In the noun phrase "random assignment" (fourth paragraph),
the word "random" is a noun acting as a modifier and it has
the same syntactic function as class in class assignment.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443048
Inglês
Texto associado
English has unarguably become the global default lingua
franca. Indeed, English is spoken by more people for whom it is
a second or additional language (L2) than by those for whom it is
a first language (L1). It follows, then, that English is no longer
used exclusively in communication involving L1 users but is
increasingly employed in interactions in which neither participant
uses English as their L1. It is estimated that only 4% of English
language interactions in the world today contain solely L1
speakers.
The prominence of English as an international language
has driven the ever-increasing demand for English language
teaching (ELT) across the globe. However, the changing face of
English presents a challenge for ELT practices to better reflect
the current sociolinguistic reality. Traditional English as a foreign
language (EFL) pedagogies which idealise the attainment of
native-like competence are "neither responsive to nor consistent
with the current profile of English".
While in the past, learners of English may have been
studying the language to communicate with L1 speakers, this is
no longer the case for most learners who will be using English to
interact with other L2 users. It is, therefore, critical that English
language learners be equipped with an awareness of the current
status of English and the skills necessary to communicate with
users from a range of linguacultural backgrounds.
The research design chosen for the study was a classroom
based quasi-experiment. Quasi-experiments attempt to mimic
true experiments in terms of rigour and structure but lack random
assignment and a tight control of variables, making them more
adaptable to real-world classrooms. While the resulting presence
of confounding variables means inferring causality is much more
problematic, this approach can still yield useful insights if
findings are treated as suggestive as opposed to conclusive.
Internet:<https://ora.ox.ac.uk>(adapted).
With regard to the text provided, evaluate the following item.
In the coordinated construction 'neither responsive to nor
consistent with' (second paragraph), the prepositions 'to' and
'with' are required by the adjectives 'responsive' and
'consistent'
respectively,
demonstrating that parallel
structures in coordination must maintain their specific
prepositional licensing.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443049
Inglês
Texto associado
English has unarguably become the global default lingua
franca. Indeed, English is spoken by more people for whom it is
a second or additional language (L2) than by those for whom it is
a first language (L1). It follows, then, that English is no longer
used exclusively in communication involving L1 users but is
increasingly employed in interactions in which neither participant
uses English as their L1. It is estimated that only 4% of English
language interactions in the world today contain solely L1
speakers.
The prominence of English as an international language
has driven the ever-increasing demand for English language
teaching (ELT) across the globe. However, the changing face of
English presents a challenge for ELT practices to better reflect
the current sociolinguistic reality. Traditional English as a foreign
language (EFL) pedagogies which idealise the attainment of
native-like competence are "neither responsive to nor consistent
with the current profile of English".
While in the past, learners of English may have been
studying the language to communicate with L1 speakers, this is
no longer the case for most learners who will be using English to
interact with other L2 users. It is, therefore, critical that English
language learners be equipped with an awareness of the current
status of English and the skills necessary to communicate with
users from a range of linguacultural backgrounds.
The research design chosen for the study was a classroom
based quasi-experiment. Quasi-experiments attempt to mimic
true experiments in terms of rigour and structure but lack random
assignment and a tight control of variables, making them more
adaptable to real-world classrooms. While the resulting presence
of confounding variables means inferring causality is much more
problematic, this approach can still yield useful insights if
findings are treated as suggestive as opposed to conclusive.
Internet:<https://ora.ox.ac.uk>(adapted).
With regard to the text provided, evaluate the following item.
In the clause "for whom it is a second or additional
language" (first paragraph), the pronoun "it" is a dummy
pronoun and, therefore, has no referent.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443050
Inglês
Texto associado
English has unarguably become the global default lingua
franca. Indeed, English is spoken by more people for whom it is
a second or additional language (L2) than by those for whom it is
a first language (L1). It follows, then, that English is no longer
used exclusively in communication involving L1 users but is
increasingly employed in interactions in which neither participant
uses English as their L1. It is estimated that only 4% of English
language interactions in the world today contain solely L1
speakers.
The prominence of English as an international language
has driven the ever-increasing demand for English language
teaching (ELT) across the globe. However, the changing face of
English presents a challenge for ELT practices to better reflect
the current sociolinguistic reality. Traditional English as a foreign
language (EFL) pedagogies which idealise the attainment of
native-like competence are "neither responsive to nor consistent
with the current profile of English".
While in the past, learners of English may have been
studying the language to communicate with L1 speakers, this is
no longer the case for most learners who will be using English to
interact with other L2 users. It is, therefore, critical that English
language learners be equipped with an awareness of the current
status of English and the skills necessary to communicate with
users from a range of linguacultural backgrounds.
The research design chosen for the study was a classroom
based quasi-experiment. Quasi-experiments attempt to mimic
true experiments in terms of rigour and structure but lack random
assignment and a tight control of variables, making them more
adaptable to real-world classrooms. While the resulting presence
of confounding variables means inferring causality is much more
problematic, this approach can still yield useful insights if
findings are treated as suggestive as opposed to conclusive.
Internet:<https://ora.ox.ac.uk>(adapted).
With regard to the text provided, evaluate the following item.
In the clause "learners of English may have been studying
the language" (third paragraph), the verb phrase "may have
been studying" consists of a modal verb followed by a
present perfect continuous form, expressing the past
possibility of an action that was ongoing or repeated over a
period of time.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443051
Inglês
Texto associado
English has unarguably become the global default lingua
franca. Indeed, English is spoken by more people for whom it is
a second or additional language (L2) than by those for whom it is
a first language (L1). It follows, then, that English is no longer
used exclusively in communication involving L1 users but is
increasingly employed in interactions in which neither participant
uses English as their L1. It is estimated that only 4% of English
language interactions in the world today contain solely L1
speakers.
The prominence of English as an international language
has driven the ever-increasing demand for English language
teaching (ELT) across the globe. However, the changing face of
English presents a challenge for ELT practices to better reflect
the current sociolinguistic reality. Traditional English as a foreign
language (EFL) pedagogies which idealise the attainment of
native-like competence are "neither responsive to nor consistent
with the current profile of English".
While in the past, learners of English may have been
studying the language to communicate with L1 speakers, this is
no longer the case for most learners who will be using English to
interact with other L2 users. It is, therefore, critical that English
language learners be equipped with an awareness of the current
status of English and the skills necessary to communicate with
users from a range of linguacultural backgrounds.
The research design chosen for the study was a classroom
based quasi-experiment. Quasi-experiments attempt to mimic
true experiments in terms of rigour and structure but lack random
assignment and a tight control of variables, making them more
adaptable to real-world classrooms. While the resulting presence
of confounding variables means inferring causality is much more
problematic, this approach can still yield useful insights if
findings are treated as suggestive as opposed to conclusive.
Internet:<https://ora.ox.ac.uk>(adapted).
With regard to the text provided, evaluate the following item.
In the fragment "English has unarguably become the global
default lingua franca", the word "unarguably" (first
paragraph) is an adverb of degree that modifies the verb
form "become", and it can be correctly replaced with
arguably without change to the author’s level of certainty or
stance in the text.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443053
Inglês
Texto associado
Aprender a língua inglesa propicia a criação de novas
formas de engajamento e participação dos alunos em um mundo
social cada vez mais globalizado e plural, em que as fronteiras
entre países e interesses pessoais, locais, regionais, nacionais e
transnacionais estão cada vez mais difusas e contraditórias.
Assim, o estudo da língua inglesa pode possibilitar a todos o
acesso aos saberes linguísticos necessários para engajamento e
participação, contribuindo para o agenciamento crítico dos
estudantes e para o exercício da cidadania ativa, além de ampliar
as possibilidades de interação e mobilidade, abrindo novos
percursos de construção de conhecimentos e de continuidade nos
estudos. É esse caráter formativo que inscreve a aprendizagem de
inglês em uma perspectiva de educação linguística, consciente e
crítica, na qual as dimensões pedagógicas e políticas estão
intrinsecamente ligadas.
Brasil. Base Nacional Comum Curricular. MEC, 2018, p. 241.
A partir do texto precedente, julgue o próximo item, de acordo
com os aspectos da Base Nacional Comum Curricular (BNCC)
para o componente curricular de língua inglesa.
Conforme as diretrizes da BNCC para a língua inglesa, o
estudo da gramática deve priorizar a memorização de
vocabulário e a emulação do modelo do falante nativo.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443054
Inglês
Texto associado
Aprender a língua inglesa propicia a criação de novas
formas de engajamento e participação dos alunos em um mundo
social cada vez mais globalizado e plural, em que as fronteiras
entre países e interesses pessoais, locais, regionais, nacionais e
transnacionais estão cada vez mais difusas e contraditórias.
Assim, o estudo da língua inglesa pode possibilitar a todos o
acesso aos saberes linguísticos necessários para engajamento e
participação, contribuindo para o agenciamento crítico dos
estudantes e para o exercício da cidadania ativa, além de ampliar
as possibilidades de interação e mobilidade, abrindo novos
percursos de construção de conhecimentos e de continuidade nos
estudos. É esse caráter formativo que inscreve a aprendizagem de
inglês em uma perspectiva de educação linguística, consciente e
crítica, na qual as dimensões pedagógicas e políticas estão
intrinsecamente ligadas.
Brasil. Base Nacional Comum Curricular. MEC, 2018, p. 241.
A partir do texto precedente, julgue o próximo item, de acordo
com os aspectos da Base Nacional Comum Curricular (BNCC)
para o componente curricular de língua inglesa.
Segundo a BNCC, nas situações de interação oral, recursos
paralinguísticos como gestos e expressões faciais são
irrelevantes para apoiar a construção de sentidos na
oralidade.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443055
Inglês
Texto associado
Aprender a língua inglesa propicia a criação de novas
formas de engajamento e participação dos alunos em um mundo
social cada vez mais globalizado e plural, em que as fronteiras
entre países e interesses pessoais, locais, regionais, nacionais e
transnacionais estão cada vez mais difusas e contraditórias.
Assim, o estudo da língua inglesa pode possibilitar a todos o
acesso aos saberes linguísticos necessários para engajamento e
participação, contribuindo para o agenciamento crítico dos
estudantes e para o exercício da cidadania ativa, além de ampliar
as possibilidades de interação e mobilidade, abrindo novos
percursos de construção de conhecimentos e de continuidade nos
estudos. É esse caráter formativo que inscreve a aprendizagem de
inglês em uma perspectiva de educação linguística, consciente e
crítica, na qual as dimensões pedagógicas e políticas estão
intrinsecamente ligadas.
Brasil. Base Nacional Comum Curricular. MEC, 2018, p. 241.
A partir do texto precedente, julgue o próximo item, de acordo
com os aspectos da Base Nacional Comum Curricular (BNCC)
para o componente curricular de língua inglesa.
A BNCC organiza a área de língua inglesa em cinco eixos
integrados:
oralidade, leitura, escrita, conhecimentos
linguísticos e dimensão intercultural.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443060
Inglês
Texto associado
The linguistic landscape has significantly changed in
recent years. This evolution has been shaped by migration,
technological developments, and growing recognition of
multilingualism’s cognitive, social and economic benefits. To
deal with this reality UNESCO has issued the Global Guidance
on Multilingual Education, which presents up-to-date principles
for language-in-education policies that recognize multilingualism
as both a fundamental human characteristic and an essential
educational approach.
This guide is designed to assist Ministries of Education
and key educational stakeholders integrate multilingual education
into their policy-making and practices, with the goal of creating
more inclusive, equitable, and effective educational systems that
benefit all learners.
It also includes key actions for advancing multilingual
education policies, plans, and programmes, alongside promising
case studies, practical tools for real-world implementation, and
resources that can be adapted to various contexts.
Internet:<https://www.unesco.org>(com adaptações).
Considerando o texto apresentado, bem como aspectos relativos
ao multilinguismo e às relações entre língua, cultura e sociedade,
julgue o item que se segue.
De acordo com as orientações contemporâneas sobre as
políticas
linguístico-educacionais,
o
multilinguismo
configura-se tanto como característica natural do homem
quanto como abordagem pedagógica importante para a
inclusão educacional.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443061
Inglês
Texto associado
The linguistic landscape has significantly changed in
recent years. This evolution has been shaped by migration,
technological developments, and growing recognition of
multilingualism’s cognitive, social and economic benefits. To
deal with this reality UNESCO has issued the Global Guidance
on Multilingual Education, which presents up-to-date principles
for language-in-education policies that recognize multilingualism
as both a fundamental human characteristic and an essential
educational approach.
This guide is designed to assist Ministries of Education
and key educational stakeholders integrate multilingual education
into their policy-making and practices, with the goal of creating
more inclusive, equitable, and effective educational systems that
benefit all learners.
It also includes key actions for advancing multilingual
education policies, plans, and programmes, alongside promising
case studies, practical tools for real-world implementation, and
resources that can be adapted to various contexts.
Internet:<https://www.unesco.org>(com adaptações).
Considerando o texto apresentado, bem como aspectos relativos
ao multilinguismo e às relações entre língua, cultura e sociedade,
julgue o item que se segue.
O panorama linguístico moderno é resultado de
transformações significativas causadas por questões como
migração e avanços tecnológicos.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443064
Inglês
Texto associado
Writing can be understood as a process rather than as a
single act of producing a finished text. This process commonly
includes planning, drafting, revising, editing, and rewriting.
These stages, however, should not necessarily be treated as rigid
or strictly sequential, since writers may return to earlier decisions
as their ideas develop.
Effective writers also take into account the purpose of the
text and its intended audience. Revision, in this perspective,
involves more than correcting grammar or spelling: writers may
reconsider organization, clarity, relevance, and the adequacy of
their ideas. Reading plays an important role in this process as
well. Skilled readers actively construct meaning by relating
textual information to previous knowledge, making predictions,
identifying relationships among ideas, and monitoring their own
understanding.
Internet:<https://www.teachingenglish.org.uk>(com adaptações).
Considerando as ideias apresentadas no texto e a abordagem da
produção escrita como processo, julgue o item subsequente.
No texto, argumenta-se contra a visão de que a leitura
consiste de mero processo de decodificação passiva.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443065
Inglês
Texto associado
Writing can be understood as a process rather than as a
single act of producing a finished text. This process commonly
includes planning, drafting, revising, editing, and rewriting.
These stages, however, should not necessarily be treated as rigid
or strictly sequential, since writers may return to earlier decisions
as their ideas develop.
Effective writers also take into account the purpose of the
text and its intended audience. Revision, in this perspective,
involves more than correcting grammar or spelling: writers may
reconsider organization, clarity, relevance, and the adequacy of
their ideas. Reading plays an important role in this process as
well. Skilled readers actively construct meaning by relating
textual information to previous knowledge, making predictions,
identifying relationships among ideas, and monitoring their own
understanding.
Internet:<https://www.teachingenglish.org.uk>(com adaptações).
Considerando as ideias apresentadas no texto e a abordagem da
produção escrita como processo, julgue o item subsequente.
De acordo com o texto, a revisão difere de mera conferência
de aspectos gramaticais ou ortográficos, pois envolve a
reconsideração de aspectos mais amplos do texto, como
organização, clareza e relevância.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443066
Inglês
Texto associado
Writing can be understood as a process rather than as a
single act of producing a finished text. This process commonly
includes planning, drafting, revising, editing, and rewriting.
These stages, however, should not necessarily be treated as rigid
or strictly sequential, since writers may return to earlier decisions
as their ideas develop.
Effective writers also take into account the purpose of the
text and its intended audience. Revision, in this perspective,
involves more than correcting grammar or spelling: writers may
reconsider organization, clarity, relevance, and the adequacy of
their ideas. Reading plays an important role in this process as
well. Skilled readers actively construct meaning by relating
textual information to previous knowledge, making predictions,
identifying relationships among ideas, and monitoring their own
understanding.
Internet:<https://www.teachingenglish.org.uk>(com adaptações).
Considerando as ideias apresentadas no texto e a abordagem da
produção escrita como processo, julgue o item subsequente.
Na perspectiva da produção escrita como processo, os alunos
devem completar todas as atividades de planejamento antes
de começar o rascunho, uma vez que, completada essa etapa,
eles devem evitar retornar a essas atividades posteriormente.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443067
Inglês
Texto associado
Writing can be understood as a process rather than as a
single act of producing a finished text. This process commonly
includes planning, drafting, revising, editing, and rewriting.
These stages, however, should not necessarily be treated as rigid
or strictly sequential, since writers may return to earlier decisions
as their ideas develop.
Effective writers also take into account the purpose of the
text and its intended audience. Revision, in this perspective,
involves more than correcting grammar or spelling: writers may
reconsider organization, clarity, relevance, and the adequacy of
their ideas. Reading plays an important role in this process as
well. Skilled readers actively construct meaning by relating
textual information to previous knowledge, making predictions,
identifying relationships among ideas, and monitoring their own
understanding.
Internet:<https://www.teachingenglish.org.uk>(com adaptações).
Considerando as ideias apresentadas no texto e a abordagem da
produção escrita como processo, julgue o item subsequente.
No processo de escrita apresentado no texto, a edição
consiste na geração de novas ideias e na determinação do
propósito comunicativo do texto.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443070
Inglês
Texto associado
Assessment is an integral part of teaching and learning
rather than an activity restricted to the end of an instructional
period. Different forms of assessment may serve different
purposes. Formative assessment can provide information about
learners’ progress during the learning process and help teachers
adjust subsequent instruction. Summative assessment, on the
other hand, is commonly used to evaluate learning at particular
points, often for reporting or certification purposes.
Effective assessment also involves clearly defined criteria,
constructive feedback, and opportunities for learners to reflect on
their own performance. Self-assessment and peer assessment can
contribute to learner autonomy when students are guided to use
criteria appropriately. Assessment results should, therefore, be
interpreted as evidence to support pedagogical decision-making
rather than as isolated numerical indicators of learners’ abilities.
Internet:<https://www.teachingenglish.org.uk/>(com adaptações).
A partir do texto apresentado, julgue o item a seguir, relativo aos tipos de avaliação no processo de ensino e aprendizagem de
língua inglesa como segunda língua (ESL) ou como língua
estrangeira (EFL).
De acordo com o texto, o propósito principal dos dados
obtidos
em avaliações é classificar os alunos,
independentemente do contexto pedagógico em que os dados
tenham sido coletados.
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