The proliferation of approaches and methods is a prominent characteristic of contemporary second and foreign language teaching. Invention of new classroom practices and approaches to designing language programs and materials reflects a commitment to finding more efficient and more effective ways of teaching languages. Read and analyse the list below to answer 08.

1. Drilling may occur, but peripherally.

2. Comprehensible pronunciation is sought.

3. Judicious use of native language is accepted where feasible.

4. Reading and writing can start from the first day, if desired.

5. Sequencing is determined by any consideration of content, function or meaning which maintains interest.

6. Linguistic variation is a central concept in materials and methodology.

7. Language is created by the individual often through trial and error.

The list above especifically describes some of the major distinctive features that oppose to the: 

Read the text to answer.

Diversity and Inclusive Teaching

(The University of Delaware.)

    Teaching to engage diversity, to include all learners, and to seek equity is essential for preparing civically engaged adults and for creating a campus and society that recognizes the contributions of all people. Teaching for diversity refers to acknowledging a range of differences in the classroom. Teaching for inclusion signifies embracing difference. Teaching for equity allows the differences to transform the way we think, teach, learn and act such that all experiences and ways of being are handled with fairness and justice. These ideas complement each other and enhance educational opportunities for all students when simultaneously engaged. Three imperatives make it essential for us to actively practice teaching for diversity, inclusion, and equity:

    Difference is an essential part of our history and current reality. Dealing with human diversity and differential status isintractable in America due to our national history of racism and tensions between individual freedom and the common good.

    Difference is an unstoppable part of our future. Classrooms are increasingly diverse and demography assures that this trend will continue.

    Diversity and inclusion improve teaching and learning. People learn and enrich their abilities to think critically and creatively as they engage in conversations across difference, especially when all learners’ abilities and attributes and embraced.

    Inclusive teaching strategies are intended to ensure that all students feel supported such that they freely learn and explore new ideas, feel safe to express their views in a civil manner, and respected as individuals and members of groups. Intentionally incorporating inclusive teaching strategies helps students view themselves as people who belong to the community of learners in a classroom and university.

(Available in: https://ctal.udel.edu.)

According to the text “Teaching to engage diversity, to include all learners, and to seek equity is essential”. Thus, inclusive teaching strategies emphasizing the pursuit for equity should be characterized by: